2-145 - How Do Teacher Stress and Burnout Affect Students’ Social, Emotional, and Behavioral Outcomes?: Findings from 3 Randomized Trials

Session Type: Paper Symposium

Integrative Statement

Schools have a significant impact on child development, yet many teachers feel insufficiently prepared for the emotional demands of managing student behavior, which can elevate job stress and burnout (Collie et al., 2012; Pas et al., 2012). Such symptoms limit teachers’ ability to foster high-quality learning environments (McLean & Connor, 2015), which, in turn, lead to poor outcomes in the early elementary years (Downer et al., 2007). Emerging research examines the direct associations between teacher stress and burnout, observed classroom quality, and student outcomes (Hoglund et al., 2015). Yet low-inference observations of teacher-student interactions, longitudinal designs, and attention to middle childhood and early adolescence are particularly needed in this research. This symposium draws on data from three randomized trials in order to bridge these research gaps.

Paper 1 finds that teacher stress and burnout differentially relate to teacher reactive practices and noncompliance, and that the presence of a majority of students of color is linked to more reactive practices, even in the absence of problem behavior. Paper 2 finds that early career teachers’ job stress is linked with student behavior initially, but that classroom management practices are more consistently related to less problem behavior and greater compliance in students. Paper 3 finds that lower distress and higher stress tolerance, accomplishment, and mindfulness in fall are associated with higher teacher- and school-reported student outcomes. A discussant with expertise on teachers’ role in promoting student social, emotional, and academic competencies will lead a dialogue on practice implications and future research directions.

Sub Unit

• Education, Schooling

Chair

• Jessika H Bottiani, University of Virgina

Discussant

• Celene Domitrovich, CASEL:Collaborative for Academic, Social, and Emotional Learning, United States

Individual Presentations

• The Role of Teacher Job-Related Stress, Burnout, and Racial/Ethnic Composition in Observed Student-Teacher Classroom Interactions - Presenting Author: Jessika H Bottiani, University of Virgina; Catherine Bradshaw, University of Virginia; Katrina Debnam, John’s Hopkins School of Public Health; Kristine Larson, Johns Hopkins University

• Examining Early Career K-3 Teachers’ Work Stress and Classroom Practice in Relation to Students’ Disruptive Behavior - Presenting Author: Jason Downer, University of Virginia; Patrick Tolan, University of Virginia; Nicholas Lalongo, Johns Hopkins Bloomberg School of Public Health; Catherine Bradshaw, University of Virginia

• Associations between Teacher Stress and Well-Being and Children’s Academic and Social Skills During Middle Childhood - Presenting Author: Josh Brown, Psychology; Patricia (Tish) Ann Jennings, University of Virginia; Damira Rasheed, Fordham University; Heining Cham, Fordham University; Sebrina Doyle, Pennsylvania State University; Jennifer Frank, Pennsylvania State University; Anna DeWeese, Fordham University; Mark T. Greenberg, Pennsylvania State University