Session: Advances in Understanding and Intervening in Teacher Stress and Coping (Society for Prevention Research 27th Annual Meeting)

2-055 Advances in Understanding and Intervening in Teacher Stress and Coping

Wednesday, May 29, 2019: 4:00 PM-5:30 PM
Grand Ballroom B (Hyatt Regency San Francisco)
Theme: Development and Testing of Interventions
Symposium Organizer:
Keith C. Herman
Wendy M. Reinke
SESSION INTRODUCTION: Teaching ranks as one of the most stressful professions (Johnson et al., 2005). In fact, a recent study found that nearly all teachers reported high levels of occupational stress (Herman, Reinke, & Hickmon, 2018). Additionally, prolonged teacher stress and poor coping contribute to professional burnout (Maslach, Schaufeli & Leiter, 2001).

Teacher stress and burnout are associated with many negative outcomes for teachers, students, and the educational system. Stress impacts teachers’ physical and mental health over time. Specifically stress and burnout predict teacher depression (Shin, Noh, Jang, Park & Lee, 2012). Stress also can lead to increased absenteeism and to teacher attrition, which are costly to the educational system. With as many as 40% of new teachers in the United States leaving the profession within the first 5 years of working, teacher stress and burnout are important areas to understand to prevent the costs of teacher attrition (Ingersoll, 2002)

Teacher stress can also have an impact on students in the classroom. A recent study found differences in a biological indicator of stress (salivary cortisol) in elementary school students in classrooms with teachers who reported higher symptoms of burnout (Oberle & Schonert-Reichl, 2016). Additionally, a separate study found teachers reporting higher stress and burnout along with low coping had students with greater disruptive behaviors and lower academic achievement (Herman et al., 2018).

Given the high prevalence of teacher stress and the associated consequences of it, further research is needed to better understand, measure, and mitigate it. The proposed symposium includes three studies that advance scientific understanding of teacher stress. The papers will cover the full spectrum of knowledge development including (1) specifying the role of teacher stress in interfering with effective teaching including culturally responsive teaching practices (Boittiani et al.); (2) testing the role of teacher distress in moderating the effects of two evidence-based programs for early career teachers in urban settings (Tolan et al.), and (3) evaluating the long-term impact of an intervention to reduce teacher stress through mindfulness training (Jennings et al.).

* noted as presenting author
Understanding Teacher Stress in Relation to Classroom Context: Implications for Effective Teaching Practices with Black Adolescents in Urban Middle Schools
Jessika H. Bottiani, PhD, University of Virginia; Elise Pas, PhD, The Johns Hopkins University; Chelsea AK Duran, PhD, University of Virginia; Katrina J. Debnam, PhD, University of Virginia; Catherine Bradshaw, PhD, University of Virginia
Testing the Combined Impact of Two Evidence-Based Programs on Urban Early Career Teachers
Patrick H. Tolan, PhD, Curry School of Education, University of Virginia; Catherine Bradshaw, PhD, University of Virginia; Jason Downer, PhD, University of Virginia; Lauren Elreda, PhD, University of Virginia; Nicholas S Ialongo, Ph.D., The Johns Hopkins University
The Long-Term Effects of the Care for Teachers Program on Teachers’ Wellbeing and Classroom Quality: Results from a Randomized Controlled Trial of Care
Patricia Jennings, Ph.D., University of Virginia; Sebrina L. Doyle, M.S., The Pennsylvania State University; Yoonkyung Oh, PhD, The Pennsylvania State University; Damira Rasheed, MA, Fordham University; Jennifer Frank, phd, The Pennsylvania State University; Joshua Brown, PhD, Fordham University