Somatization disorder and stress in teachers: a comprehensive occupational health evaluation

Abstract

Somatization disorder is a biopsychosocial‐based, stress‐induced disorder involving multiple physical ailments with no medical explanation. The teaching profession is characterized as very stressful, making teachers at risk of developing somatization disorder. This study examined somatization disorder in a K‐12 teacher population. A total of 2,988 teachers from 46 Texas districts responded to a comprehensive online occupational health survey. Somatization disorder was assessed using the Patient Health Questionnaire. Univariate analyses were conducted between teachers with and without somatization disorder to identify specific relationships with demographic variables, occupational variables, perceived stress, Axis I psychopathology, and physical health. A logistic regression was developed to identify the variables most strongly associated with the presence of somatization disorder in a teacher population. Analyses showed that female teachers are 3.3 times more likely to develop somatization disorder. Compared to Caucasians, African American teachers are 3.9 times and Hispanic teachers are 2.0 times more likely to develop somatization disorder. Moreover, higher levels of stress, poorer physical quality of life, major depression, panic and anxiety disorder were significantly related with somatization disorder (p < .05). Higher levels of stress and poorer physical and mental health are among the psychosocial and demographic factors associated with somatization disorder in public school teachers.

Influences on Teachers’ Intention to Apply Classroom Management Strategies for Students with ADHD: A Model Analysis

“…Another individual difference is psychological strain. Previous research also shows that teachers often experience psychological strain, which is associated with their attitude towards students with ADHD [31,32]. More precisely, psychological strain is linked to a weaker intention in pre-service teachers to implement effective CMS [20].…”

Teacher psychopathology, burnout, secondary traumatic stress, and compassion satisfaction during COVID-19: Resilience and risk factors.

“…These findings resonate with the notion that depression, anxiety, and somatization are the most prevalent mental health disorders observed among the general population in primary care, presenting substantial challenges for the health care system in terms of detection and treatment in general (Hanel et al, 2009) and during COVID-19 in particular (Ran et al, 2020; Shangguan et al, 2020). In particular, prior research has demonstrated that over 30% of public school teachers met the criteria for somatic disorder (Howard et al, 2017). Being a stress-induced disorder, somatization has been associated with the excessive occupational stress inherent in the teaching profession, as well as with elevated levels of anxiety and depression and prospective professional burnout among teachers (Gillet et al, 2022; Howard et al, 2017).…”

How Do Happiness at Work and Perceived Organizational Support Affect Teachers’ Mental Health Through Job Satisfaction During the COVID-19 Pandemic?

“…31 Howard et al contended that MH disorders can be caused by various circumstances, such as work stress, which is often encountered by teachers. 32 Kidger et al found low wellbeing experienced by teachers to be the result of stressful workloads, dissatisfaction with coworkers’ performance, and the inability to convey feelings and concerns to others, which can elicit moderate to high symptoms of depression. 33 …”