The effects of teacher stress on student outcomes

The effects of teacher stress on student outcomes
A new article by Keith C. Herman, Jal'et Hickmon-Rosa, and Wendy M. Reink explores the relationship between teacher stress and student outcomes.
 
Their study, which was published in the Journal of Positive Behavior Interventions, included 121 teachers and 1,817 students in kindergarten to fourth grade from nine elementary schools in an urban Midwestern school district. Data included survey responses from teachers on their levels of burnout, stress, efficacy, and coping. Student outcome measures included teacher reports of student behavior and the Woodcock-Johnson III Test of Achievement.
 
Based on the data, the authors grouped the teachers into four classes: stressed/low coping (3%), stressed/moderate coping (30%), stressed/high coping (60%), and well-adjusted (7%). The authors then linked these results with student behavioral and academic outcomes, and found that teachers in the high-stress, high-burnout, and low-coping class were associated with the poorest student outcomes.
 
In conclusion, the authors say that these findings suggest that investing resources in supporting teacher adaptation, both by equipping them with coping skills and by providing more environmental supports, may improve not only their well-being but also the well-being and functioning of students in their class.

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