Leveraging Evidence on Relations Between Teacher Well-Being and Student Well-Being and Learning: A Scoping Review

• In Event: Sunday Roundtable Session 11:25 am
  In Roundtable Session: Models and Scales to Assess Stress and Coping (Table 12)

Abstract

A scoping review of empirical studies from 2000 to 2023 was conducted to distill the existing research literature on the relation between teacher well-being and student well-being and/or learning. First, we examined where, when, and how the research was done. Second, we explored how teacher and student well-being and student learning were conceptualized in the extant research. Finally, we synthesized empirical findings and identified knowledge gaps. Findings indicated a generally positive association between teacher well-being and student well-being and learning. Most studies conceptualized teacher well-being as stress and burnout and student well-being as health and well-being. Most studies were conducted in North America, employed a cross-sectional design, and were carried out in public schools. Implications for future research are discussed.

Authors

• Rebecca Nyquist Baelen, Center for Reaching & Teaching the Whole Child

• Joshua Lovett, University of Illinois Chicago

• Kay Thursby-Bourke, University of Illinois at Chicago

• Claire Galloway, University of Illinois at Chicago

• Aynsley Parker, University of Illinois at Chicago

• Ahmed Baghdady, University of Waterloo

• Kimberly A. Schonert-Reichl, University of Illinois at Chicago