Navigating Teacher Stress During the COVID-19 Onset: Evaluating a Mind-Body Group for Teachers

• In Event: AERA Poster Session 5
  In Poster Session: Impact of COVID-19 on Counseling-Related Topics (San Diego)

Abstract

This study evaluated a group intervention program to support teachers’ abilities to engage in self-care and stress management. Called the Mind-Body Group for Teacher Stress (MBGTS), the group was built upon two theoretical frameworks: trauma-informed care and mind-body practices. Halfway through the implementation of the group, the COVID-19 global pandemic emerged. A total of twenty-eight teachers participated in the study. A qualitative research design was employed; data was gathered from teacher interviews and focus groups and analyzed through an inductive thematic analysis approach. Overall, findings showed that teachers benefitted from participating in MBGTS regardless of delivery mode. Future clinical and intervention delivery implications are discussed.

Authors

• Maytal Yakira Eyal, University of Texas Austin

• Cassandra Gearhart, University of Texas at Austin

• Kristen C. Mosley, The University of Texas at Austin

• Christopher J. Mccarthy, The University of Texas at Austin