Universal Programming to Reduce Teacher Stress and Enhance Well-Being: A Meta-Analytic Review

• In Event: 18.056 - Educator Responses to the Stressors of the Teaching Profession

Abstract

Teaching is one of the most stressful occupations in the United States, with a huge proportion of public schools’ teachers exhibiting symptoms of stress and burnout each year, resulting in less effective teaching practices. Teacher resiliency programs represent a promising, resource-efficient strategy to buffer the harmful impact of stress on teacher performance and ultimately student outcomes. The present study sought to build upon existing research through a meta-analytic review of the literature on universal prevention programs to reduce teacher stress and promote wellbeing. The authors provide direction for translational researchers looking to develop and evaluate teacher resiliency programs, as well as guidance for school administrators and policymakers about how to intervene on the issue of teacher stress at the systems-level.

Author

• Aria E Fiat, University of Minnesota - Twin Cities