The Downstream Effects of Teacher Well-Being Programs: Improvements in Teachers' Stress, Cognition and Well-Being Benefit Their Students

Carroll, Annemaree; York, Ashley; Fynes-Clinton, Sam; Sanders-O’Connor, Emma; Flynn, Libby; Bower, Julie; Forrest, Kylee; Ziaei, Maryam

doi:10.3389/fpsyg.2021.689628

Cited by 29 publications

(18 citation statements)

References 73 publications

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“…First, the study is cross-sectional, precluding the interpretation of statistical associations as causal. Notably, some associations may in fact be bi-directional, such as the association between the quality of relationships with students and mental health [ 59 ]. Secondly, it is not self-evident that results observed in three French-speaking countries/territories with rather similar cultural and socioeconomic backgrounds could be generalized to other contexts.…”

Section: Discussionmentioning

confidence: 99%

What Levers to Promote Teachers’ Wellbeing during the COVID-19 Pandemic and Beyond: Lessons Learned from a 2021 Online Study in Six Countries

Billaudeau

Alexander

Magnard³

et al. 2022

IJERPH

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To highlight effective levers to promote teachers’ wellbeing worldwide, particularly during difficult times such as the COVID-19 pandemic, we investigated work-related factors associated with teacher wellbeing, across borders and cultures. In six countries/territories, we examined the factors that were most consistently and strongly associated with two indicators of wellbeing at work: (i) job satisfaction; and (ii) work/life balance, and three indicators of general wellbeing: (i) subjective health; (ii) mental health; and (iii) life satisfaction. Between May and July 2021, after 18 months of the pandemic, 8000 teachers answered the first edition of the International Barometer of Education Personnel’s Health and Wellbeing (I-BEST): 3646 teachers from France, 2349 from Québec, 1268 from Belgium, 302 from Morocco, 222 from The Gambia, and 215 from Mexico. For each country/territory and each wellbeing indicator, we used a forward stepwise regression procedure to identify important determinants among a carefully selected set of 31 sociodemographic, private, and professional life factors. Aside from healthcare access, the factors most consistently and strongly associated with teacher wellbeing in France, Québec and Belgium (samples whose size were ≥1000) were related to the psychosocial and the organizational dimensions of work, namely: feeling of safety at school, autonomy at work, and the quality of relationships with superiors and quality of relationships with students. In the smaller samples of teachers from the three remaining countries (Morocco, The Gambia and Mexico), exploratory analyses showed that the feeling of safety and autonomy at work were, there too, consistently associated with wellbeing indicators. During the COVID-19 pandemic, the factors most consistently associated with teachers’ wellbeing across countries were related to security and autonomy at work, supporting the importance to consider these aspects in a continuous, structural way at school. Factors associated with teachers’ wellbeing in very different contexts require further cross-cultural study.

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Section: Discussionmentioning

confidence: 99%

What Levers to Promote Teachers’ Wellbeing during the COVID-19 Pandemic and Beyond: Lessons Learned from a 2021 Online Study in Six Countries

Billaudeau

Alexander

Magnard³

et al. 2022

IJERPH

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“…Depersonalisation is also linked to more stressful employee-client interactions 66 . In a recent study it was revealed that reductions in stress and burnout of teachers was associated with greater academic self-perception in students and increased feelings of teacher support in the classroom 67 . In a meta-analysis exploring the effectiveness of burnout interventions it was found that individual cognitive/behavioural interventions produced small but reliable effects on general employee burnout and exhaustion, but not depersonalisation or professional efficacy 68 .…”

Section: Discussionmentioning

confidence: 99%

Neural activation during emotional interference corresponds to emotion dysregulation in stressed teachers

et al. 2022

Self Cite

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Teacher stress and burnout has been associated with low job satisfaction, reduced emotional wellbeing, and poor student learning outcomes. Prolonged stress is associated with emotion dysregulation and has thus become a focus of stress interventions. This study examines emotional interference effects in a group of teachers suffering from high stress and to explore how individual differences in cognitive control, emotion dysregulation, and emotion recognition related to patterns of neural activation. Forty-nine teachers suffering moderate-high stress participated in an emotional counting Stroop task while their brain activity was imaged using functional magnetic resonance imaging. Participants viewed general or teacher specific words of either negative or neutral valence and were required to count the number of words on screen. Behavioural and neuroimaging results suggest that teachers are able to control emotional responses to negative stimuli, as no evidence of emotional interference was detected. However, patterns of neural activation revealed early shared engagement of regions involved in cognitive reappraisal during negative task conditions and unique late engagement of the hippocampus only while counting teacher-specific negative words. Further, we identified that greater emotion dysregulation was associated with increased activation of regions involved in cognitive control processes during neutral word trials. Teachers who showed slower emotion recognition performance were also found to have greater activation in regions associated with visual and word processing, specifically during the teacher specific negative word condition of the task. Future research should explore emotion regulation strategy use in teachers and utilise temporally sensitive neuroimaging techniques to further understand these findings.

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“…According to Steinhardt et al, chronic stress may lead to depression and symptoms of burnout [ 30 ]. Furthermore, teachers’ well-being and care for mental health positively impact their students’ academic self-perception, well-being, and potential distress [ 31 , 32 ]. It is essential to support teachers with skills to prevent mental health deterioration [ 33 ], and many teachers supporting models have been proposed [ 32 , 34 , 35 ].…”

Section: Discussionmentioning

confidence: 99%

Changes in psychological distress among Polish medical university teachers during the COVID-19 pandemic

Wojtera¹,

Singh

Iankovitch

et al. 2022

PLoS ONE

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Our study aims to update knowledge about psychological distress and its changes in the Polish group of academic medical teachers after two years of a global pandemic. During the coronavirus disease, teachers were challenged to rapidly transition into remote teaching and adapt new assessment and evaluation systems for students, which might have been a completely novel situation that was not addressed before, especially in medical universities in Poland. We conducted a cross-sectional study at Poznan University of Medical Sciences from March to April 2022. The questionnaire included self-reported information on anxiety, stress, and depression. We found that post-pandemic levels of anxiety, stress, and depression have significantly (p<0.001) improved compared to initial levels at the beginning of coronavirus disease. In multivariate models, females had higher odds of improving levels of anxiety (OR = 0.46; 95% CI = -1.58–(-0.03); p = 0.04), stress (OR = 0.36; 95% CI = -1.83–(-0.22); p = 0.01), and depression (OR = 0.0.37; 95% CI = -1.58–(-0.12); p = 0.03). Anxiety, stress, or depression were not significantly associated with years of experience, the number of taught subjects, and weekly teaching hours, but only with the academic work during COVID-19 (Spearman ranxiety = 0.37, rstress = 0.32, rdepression = 0.37, p<0.001). For the virtual learning concerns, 79% of teachers reported that students might engage less; and it was correlated with higher weekly teaching hours (r = 0.19, p<0.05). Even though only 29.8% reported cheating as a concern, it was correlated with a higher number of taught subjects (r = 0.2, p<0.05). Levels of anxiety, stress, and depression have improved as time passed, not affecting teachers’ academic performance. Concerns about virtual learning have been raised, suggesting it may be conjoined with classroom learning but not as an alternative. Universities should highlight the importance of seeking psychological support and provide essential programs to employees. Teachers’ coping skills with psychological distress should be further studied.

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The Downstream Effects of Teacher Well-Being Programs: Improvements in Teachers' Stress, Cognition and Well-Being Benefit Their Students

Cited by 29 publications

References 73 publications

What Levers to Promote Teachers’ Wellbeing during the COVID-19 Pandemic and Beyond: Lessons Learned from a 2021 Online Study in Six Countries

What Levers to Promote Teachers’ Wellbeing during the COVID-19 Pandemic and Beyond: Lessons Learned from a 2021 Online Study in Six Countries

Neural activation during emotional interference corresponds to emotion dysregulation in stressed teachers

Changes in psychological distress among Polish medical university teachers during the COVID-19 pandemic

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