Using an Emergency Plan to Combat Teacher Burnout Following a Natural Hazard

Abstract

A relevant, well-crafted emergency plan can help schools most optimally return to normal following a disaster. During this time, educators find themselves facing unintended responsibilities like operating on the front lines of providing social-emotional support for their students. Researchers conducted 115 interviews with educators impacted by Hurricanes Harvey and Matthew in Texas and North Carolina to assess their mental health and their school’s role in returning to normal. Findings suggest that emergency plans often did not take into account the social-emotional factors of recovery. This paper seeks to provide insight into the experiences of educators following a disaster and propose elements to consider in revising school emergency plans.

Finding a Way: What Crisis Reveals about Teachers’ Emotional Wellbeing and Its Importance for Education

“…A lack of clarity from the government during the COVID-19 response was also cited as an issue in Willse's [21] study. Similar findings explicitly reporting on the emotional toll of the COVID-19 response on teachers are presented by Auger and Formentin's [6]; and Cannon, Davis, and Long's [20] studies. It is also reflected by Burstein [38], reporting on a survey of 5000 American teachers who frequently felt anxious, fearful, worried, overwhelmed, and sad.…”

“…How long can I keep going?' Such a narrative aligns with Auger and Formentin's [6]; Cannon, Davis, and Long's [20]; Kim and Asbury's [4]; Nyanjom and Naylor's [8]; and Soncini, Politi, and Matteucci's [9] research in the sense that the difference between what a teacher feels is needed and what is expected is a site of tension. However, the experiences represented in the data show little 'creative mediation' or 'finding a way forward'.…”

“…So, while teachers are thought to be the most significant influencers in regard to equity, access, and quality education, there is recognition that the broader environment has the capacity to support or constrain teachers in their work. Cannon, Davis, and Long [20] remark that teachers are often positioned in the frontline of recovery from crises, which has implications for education practices and requires adequate planning to avoid further potential damage. For instance, Willse [21] describes the 'scramble to adopt technologies for emergency remote teaching' amid nationwide school closures in the United States of America (USA).…”

“…Some studies specifically feature highereducation teachers (see [6,8]), while most consider primary or secondary teachers (teachers of students ranging in age from four to eighteen years of age). Some studies specifically consider teacher emotion related to COVID-19 responses and the shift to online teaching (see [4,6,8,9,20]).…”

“…Given the intense scepticism of teachers in this study, teachers appear to feel disregarded. Cannon, Davis, and Long's [20] call for greater consideration of teachers' voices when developing disaster management plans in schools would go some way in reducing that scepticism. However, listening needs to go beyond affording teachers input into a disaster management plan.…”