Abstract
Given the alarming increase in teacher stress, and the association between high levels of stress and negative outcomes for teachers, students, and relevant educational stakeholders, it is necessary to determine methods school psychologists might implement to decrease teacher stress and improve teacher well-being. Specifically, stress has been shown to negatively impact teachers’ physical and mental well-being, teacher-student relationships, and retention in the field. This review focuses on identifying stress-reduction interventions evaluated with teachers and associated outcomes. Results indicate the most commonly evaluated stress-reduction intervention incorporated meditation or mindfulness-based practices. Findings further identify a need for future research to examine theoretically and empirically based theories of change to facilitate future research within the area of teacher stress.
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Hagermoser Sanetti, L.M., Boyle, A.M., Magrath, E. et al. Intervening to Decrease Teacher Stress: a Review of Current Research and New Directions. Contemp School Psychol 25, 416–425 (2021). https://doi.org/10.1007/s40688-020-00285-x
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DOI: https://doi.org/10.1007/s40688-020-00285-x