Nearly all middle school teachers are highly stressed
Education experts suggest findings indicate a need to reduce burden of teaching
January 27, 2020
Science Daily/University of Missouri-Columbia
Researchers have found that 94% of middle school teachers experience high levels of stress, which could contribute to negative outcomes for students. Researchers say that reducing the burden of teaching experienced by so many teachers is critical to improve student success -- both academically and behaviorally.
Hormonal changes, different schools, more teachers and changing expectations are just some of the challenges families face when a child enters middle school. Now, researchers from the University of Missouri have found that 94% of middle school teachers experience high levels of stress, which could contribute to negative outcomes for students. Researchers say that reducing the burden of teaching experienced by so many teachers is critical to improve student success -- both academically and behaviorally.
The new study, which expands on work looking at stress among elementary school teachers, provides additional evidence that teacher stress might lead to negative outcomes for students.
"Many studies of teacher stress have used samples from elementary schools," said Keith Herman, professor in the MU College of Education. "However, middle school is a particularly important time in students' lives as they transition from elementary school and have many different teachers. It's critical that we understand how stress impacts middle school teachers so we can find ways to support them."
Herman, along with fellow MU researchers Wendy Reinke, Sara Prewett, Colleen Eddy and Alyson Savale, studied data collected from nine middle schools in two neighboring urban school districts in the Midwest. Factors that went into the analysis included self-reported levels of teacher stress and coping, student disruptive and prosocial behavior, and parent involvement.
The researchers found that nearly all teachers reported high stress. They also found that teachers varied in how they coped with stress.
The largest group, 66%, reported high stress and high coping.
Nearly one-third of the participants, 28%, reported high stress and low coping.
Only 6% of middle school teachers reported low levels of stress and high coping ability.
"Unfortunately our findings suggest many teachers are not getting the support they need to adequately cope with the stressors of their job," Herman said. "The evidence is clear that teacher stress is related to student success, so it is critical that we find ways to reduce stressful school environments while also helping teachers cope with the demands of their jobs."
Herman suggests that school districts provide access to initiatives and programs that promote mental health to improve conditions for middle school teachers. This can include wellness programs, organizational support for teachers and mental health interventions.
"There are research-based tools that can help screen and identify teachers who might be at risk for problems with stress, coping and the risk of burnout," Herman said. "Knowing what we know about how teacher stress can impact students, it is imperative that district and school leaders examine policies and practices that make the job less burdensome while also supporting teacher well-being.
https://www.sciencedaily.com/releases/2020/01/200127134722.htm
More than 9 in 10 elementary school teachers feel highly stressed
April 27, 2018
Science Daily/University of Missouri
One of the most important factors in ensuring student success is quality instruction by teachers. However, quality instruction can be a difficult goal if teachers do not have the resources to improve their skills and if rising levels of teacher stress go unchecked. Now, researchers have found that high levels of job-related stress affect 93 percent of teachers, a greater percentage than previously thought. Classrooms with highly stressed teachers tend to have the poorest student outcomes, such as lower grades and frequent behavior problems.
"It's no secret that teaching is a stressful profession," said Keith Herman, professor in the MU College of Education. "However, when stress interferes with personal and emotional well-being at such a severe level, the relationships teachers have with students are likely to suffer, much like any relationship would in a high stress environment."
Aside from training and general competence, one factor that can influence successful behavior interventions and classroom management is teacher stress and coping. Herman analyzed teacher profiles by level of stress, level of coping ability and the level of burnout the teacher felt. He found that teachers with low levels of stress and high coping ability are few and far between.
"It's troubling that only 7 percent of teachers experience low stress and feel they are getting the support they need to adequately cope with the stressors of their job," Herman said. "Even more concerning is that these patterns of teacher stress are related to students' success in school, both academically and behaviorally. For example, classrooms with highly stressed teachers have more instances of disruptive behaviors and lower levels of prosocial behaviors."
The researchers outline a few methods that might better support highly stressed teachers. Herman suggests that teachers have access to screening processes that can identify a need for more support to avoid further stress and burnout. Building initiatives and programs that promote mental health practices and overall health can be extremely beneficial for teachers. However, Herman says that focusing on individual coping strategies is just a start to fighting the broader social contexts that influence teacher stress.
"We as a society need to consider methods that create nurturing school environments not just for students, but for the adults who work there," Herman said. "This could mean finding ways for administrators, peers and parents to have positive interactions with teachers, giving teachers the time and training to perform their jobs, and creating social networks of support so that teachers do not feel isolated."
https://www.sciencedaily.com/releases/2018/04/180427105203.htm