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The roles you played growing up can help and hinder you at work. Here’s how to maximize the positive.

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How stress affects your brain - Madhumita Murgia

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More than 50 years ago, Thomas Merton warned that the pressure of modern life might distract us from the wisdom that makes work fruitful.

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Perfectionism and the high-stakes culture of success: The hidden toll on kids and parents

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Young people are facing mounting pressure to succeed and it’s causing mental health problems.

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Communities touting the best-ranked schools are often the most in-demand among families. But this competitive environment can come at a psychological cost to those attending them. Emerging research is finding that students in "high-achieving schools" - public and private schools with high standardized test scores, varied extracurricular and academic offerings, and graduates who head off to top colleges - are experiencing higher rates of behavioral and mental health problems compared with national norms.

A consensus study report on advancing health equity among American children published this summer by the National Academies of Sciences, Engineering and Medicine added youths in "high achieving schools" to their list of "at-risk" groups, along with kids living in poverty and foster care, recent immigrants and those with incarcerated parents.

Even if you could give your kids everything, should you?

Last year, a report by the Robert Wood Johnson Foundation came to a similar conclusion when it named the top environmental conditions harming adolescent wellness - among them were poverty, trauma, discrimination and "excessive pressure to excel," often, but not exclusively, occurring in affluent communities. It may sound counterintuitive, even perverse, to put relatively affluent kids in the same category as our country's most vulnerable youths. While the stressors are markedly different, researchers are finding that both are "at risk" for elevated levels of chronic stress that can affect health and well-being.

"When parents ask me where all of this pressure is coming from, I ask them: Where is it not?" says Suniya Luthar, a professor of psychology at Arizona State University, whose research in the 1990s first uncovered the unique vulnerabilities of privileged but pressured youths. The unrelenting pressure on students in high-achieving schools comes from every direction, from overly invested parents who want A's, coaches who want wins for their own personal reputations and school administrators who feel pressured to get high standardized scores in their school, which then prop up real estate values in the area.

Facing record-low acceptance rates at top colleges, many students feel tremendous pressure to achieve and résumé-build in all aspects of their young lives. In the pressurized ecosystem of high-achieving schools, driven students must out-compete each other for few coveted spots, whether it's a seat in AP calculus or a spot on the debate team. Even activities that once were stress-reducers, like playing a musical instrument or a sport, have become a means to an end, that end being a spot at one of the country's most competitive colleges and then on to a prestigious, high-paying career.

Luthar's studies have found that adolescents in high-achieving schools can suffer significantly higher rates of anxiety, depression, substance abuse and delinquent behaviors, at least two to three times the national average. Some warning signs, like excessive peer envy and cheating, tend to emerge in middle school, but other symptoms of stress are being seen as early as elementary school. When a child's sense of self-worth is dependent on what they achieve, it can lead to anxiety and depression. Anxiety can come from worrying about keeping up with or outshining peers, while depression can be caused by a failure to achieve.

"Of course, not every student in these communities is affected and not every school exhibits the same symptoms, but as a group, high-achieving students appear to be at a much greater risk," she says.

In a recent national survey of 43,000 students from high-performing schools by Challenge Success, a research-based organization affiliated with Stanford University, three-quarters of high school students and half of middle school students reported "often or always feeling stressed" by their schoolwork. More than two-thirds of high-schoolers reported being "often or always worried" about getting into the college of their choice. Many students have been fed the myth that there is only one, narrow path to success - acceptance to a prestigious college - and they have internalized that message, says researcher Denise Pope, co-founder of Challenge Success.

So what enables some students to avoid the negative effects of such high-stakes pressure? A 2017 study published in the Journal of Youth and Adolescence offers some insight. Researchers surveyed more than 500 middle school students from a high-achieving school and asked them to rank values their parents prioritized. Three values focused on achievement (to attend a good college, excel academically, have a successful career) and three on character traits (to be respectful, helpful and kind to others). Researchers also collected data on perceived parental criticism, mental health symptoms, rule-breaking behaviors and grade-point average. Adolescents who believed that both of their parents valued character traits as much as or more than achievement exhibited better outcomes at school, greater mental health and less rule-breaking behavior than peers who believed their parents were primarily achievement-minded, the researchers found. Those who fared the worst reported their mothers placed a higher value on achievement than character, and were also critical.

"Children are so saturated with messages about achievement in many schools and communities that parents need to be really conscious about fighting against those messages at home," says psychologist Richard Weissbourd, the faculty director of Harvard Graduate School of Education's Making Caring Common project. Parents can start by having frank conversations about which values are most important to them and asking their child if that's what is being communicated at home. As parents, we also need to stay vigilant about the hidden messages around achievement that we send our kids every day by what we prioritize, what we admire about others, and what consumes our time and energy, Weissbourd says.

It's also critical that parents help children maintain a sense of balance in their lives. When Pope's kids were in middle school, she would create a family contract each year that made clear the values in their household, like mandatory family dinners. Playtime, down time and family time all buffer against stress and pressure, and parents must protect that time, even when it goes against popular norms.

Research has found that in some affluent communities these pressured students consume alcohol and drugs and suffer from addiction at significantly higher rates than the general population. The best way to protect a child, Luthar says, is to keep the lines of communication open, to set limits and to follow through with them. When parents dismiss risky behaviors as "kids being kids," it increases the likelihood that a child will abuse substances, which in turn increases their chances of addiction.

"Our job as parents is to help our children feel unconditionally loved so their self-esteem doesn't rest on the splendor of their accomplishments," says Luthar.
Jennifer Breheny Wallace Follow More reading: The college admissions scandal is more proof that helicopter parenting is harming our kids When parents are so desperate to get their kids into a 'good' college, they sabotage other students Parental guilt is a cultural epidemic. It's time we let go of who we 'should' be. On Parenting on Facebook for more essays, news and updates, and join our discussion group here to talk about parenting and work. You can sign up here for our weekly newsletter. is a freelance writer and the mother of three children. You can follow her on Twitter @wallacejennieb.

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Perspective | Students in high-achieving schools are now named an 'at-risk' group, study says

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Thanks to academic and extracurricular stress, pushing kids to get into elite colleges, these children are now considered at-risk, along with kids living in poverty and foster care, recent immigrants, and those with incarcerated parents.

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One problem with standardized tests: We don't fully understand what they measure. On the face of it, they are designed to provide an objective appraisal of knowledge, or perhaps even of inherent intelligence.

But a recent study by Brian Galla, a psychology professor at the University of Pittsburgh, with Angela Duckworth and colleagues concluded that high school grades are actually more predictive of college graduation than standardized tests like the SAT or ACT.

That's because standardized tests have a major blind spot, the researchers asserted: The exams fail to capture the "soft skills" that reflect a student's ability to develop good study habits, take academic risks, and persist through challenges, for example. High school grades, on the other hand, appear to do a better job mapping the area where resilience and knowledge meet. Arguably, that's the place where potential is translated into real achievement.

"The more I understand what testing is, actually, the more confused I am," said Duckworth, a psychologist and expert on measuring human potential, when we interviewed her in 2020. "What does the score mean? Is it how smart somebody is, or is it something else? How much of it is their recent coaching? How much of it is genuine skill and knowledge?"

Yet standardized tests are still a mainstay of U.S. education. They play a critical role in deciding whether students graduate, what college or university they'll attend, and, in many ways, what career paths will be open to them. Despite the fact that they take a few hours to complete-a tiny fraction of the time students spend demonstrating their learning-the tests are a notoriously high-stakes way to determine academic merit.

By several measures, high-stakes tests are an inequitable gauge of aptitude and achievement. A 2016 analysis, for example, found that the tests were better indicators of prosperity than ability: "Scores from the SAT and ACT tests are good proxies for the amount of wealth students are born into," the researchers concluded. Even students who manage to do well on the tests often pay a steep price emotionally and psychologically. "Students in countries that did the best on the PISA [Programme for International Student Assessment]," for example, "...often have lower well-being, as measured by students' satisfaction with life and school," wrote Yurou Wang, a professor of educational psychology at the University of Alabama, and Trina Emler, a researcher at the University of Kansas.

We've almost certainly given too much weight to high-stakes tests, in other words, and increasingly the pressure of the tests is showing up as a serious health issue for students.

Biological Flares

As high-stakes tests loom, cortisol levels, a chemical marker for stress, rise by an average of 15 percent, a physiological response linked to an 80-point drop in SAT scores, according to 2018 research. For students who were already experiencing hardships outside of school-poverty, neighborhood violence, or family instability, for instance-cortisol spiked by as much as 35 percent, a level that is likely to derail cognitive processes and distort test scores beyond recognition. Are high-stakes tests sometimes measuring the impact of stressors like depression, family divorces, or the tests themselves, rather than knowledge?

The researchers also found that in a small group of students, cortisol levels dropped steeply during test-taking season, which they speculated had more to do with "shutting down in the face of the test" than handling the stress more effectively-in effect, triggering an emergency shut-off switch.

"Large cortisol responses-either positive or negative-were associated with worse test performance, perhaps introducing a 'stress bias' and making tests a less reliable indicator of student learning," the researchers concluded. This is a real problem, they warned, not only because elevated cortisol levels "make concentration difficult," but also because "prolonged stress exposure" burns kids out and increases the likelihood of disengagement and academic failure.

Sleepless Nights and Crises of Identity

In a 2021 study, Nancy Hamilton, a University of Kansas psychology professor, detailed the damaging effects of high-stakes tests on young adults.

Starting a week before consequential exams, college undergraduates recorded their study habits, sleep schedules, and mood swings in daily diary entries. Hamilton's findings were troubling: The anxiety caused by imminent, high-stakes tests leaked into daily life and were "correlated with poor health behaviors, including dysregulated sleep patterns and poor sleep quality," leading to a "vicious cycle" of cramming and poor sleep.

In an interview with Edutopia, Hamilton explained that instead of thinking about the academic material to be studied, many students became preoccupied by the life-changing consequences of the exams. Trying to fall asleep at night, they fretted about whether they'd get into a good college, worried about landing a job that paid well, and feared they'd disappoint their parents.

Without breaks, high-stakes tests can cause a host of cascading problems, Hamilton continued, including increased anxiety levels, overconsumption of caffeine, smoking, an unhealthy diet, lack of exercise, and poor sleep quality.

Test results are often tinged with a kind of existential dread. In a 2011 study, Laura-Lee Kearns, a professor of education at St. Francis Xavier University, discovered that high school students who failed the state standardized literacy test "experienced shock at test failure," asserting that they "felt degraded, humiliated, stressed, and shamed by the test results." Many of the students were successful in school and thought of themselves as academically advanced, so the disconnect triggered an identity crisis that made them feel as though "they did not belong in courses they previously enjoyed, and even caused some of them to question their school class placement."

"I enjoyed English, but my self-esteem really went down after the test," a student reported, echoing a sentiment felt by many. "I really had to think over whether I was good at it or not."

Early Psychological Impact

High-stakes testing commonly begins in third grade, as young students get their first taste of fill-in-the-bubble scantrons. And while the tests are commonly used as diagnostic tools (presumably to help tailor a student's academic support) and to evaluate the performance of teachers and schools, they can come with a bevy of unintended consequences.

"Teachers and parents report that high-stakes tests lead to higher levels of anxiety and lower levels of confidence on the part of elementary students," researchers explained in a 2005 study. Some young students experience "anxiety, panic, irritability, frustration, boredom, crying, headaches, and loss of sleep" while taking high-stakes tests, they reported, before concluding that "high-stakes testing causes damage to children's self-esteem, overall morale, and love of learning."

When asked to draw pictures portraying their test-taking experience, the students in the study overwhelmingly cast their ordeal in a negative light-a depiction of a "nervous" student predominated. "Students were nervous about not having enough time to finish, not being able to figure out the answers, and not passing the test," the researchers explained. In nearly every drawing, the children drew themselves with "unhappy and angry facial expressions." Smiles were nearly nonexistent, and when they did occur, it was to show relief that the test was over, or for unrelated reasons, such as being able to chew gum during the test or being excited about an ice cream celebration after the test.

Manufactured Power

Tests like the SAT and ACT aren't inherently harmful, and students should learn how to manage reasonably stressful academic situations. In fact, banning them completely might be counterproductive, denying many students a critical avenue to demonstrate their academic skills. But to make them a condition of matriculation, and to factor them so prominently in internal ranking and admissions processes, inevitably excludes millions of promising students. In a 2014 study, for example, researchers analyzed 33 colleges that adopted test-optional policies and found clear benefits.

"The numbers are quite large of potential students with strong high school GPAs who have proved themselves to everyone except the testing agencies," asserted the researchers. High-stakes tests too often function as arbitrary gatekeepers, pushing away students who might otherwise excel in college.

If recent events in California are any indication, high-stakes tests may be in decline. Last year, the University of California dropped SAT and ACT scores from its admissions process, delivering a "resounding blow to the power of two standardized tests that have long shaped American higher education," the Washington Post reported. Meanwhile, hundreds of colleges and universities that dropped testing for pandemic-related reasons are reconsidering their value -including all eight Ivy League schools.

"This proves that test-optional is the new normal in college admissions," said Bob Schaeffer, FairTest's Public Education director, in the New York Times. "Highly selective schools have shown that they can do fair and accurate admissions without test scores."

In the end, it's not the tests-it's the almost fetishistic power we give to them. We can preserve the insights that the tests generate while returning sanity and proportionality to a broken system. Quite simply, if we deemphasize high-stakes tests, our students will, too.

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The Psychological Toll of High-Stakes Testing

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High-stakes tests often create enormous anxiety and return muddy data. Turning down the pressure may alleviate the problem.

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Emotional Contagion in the Classroom: An Examination of How Teacher and Student Emotions Are Related.

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Emotional Contagion in the Classroom: An Examination of How Teacher and Student Emotions Are Related.

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The Strategic Approach to Studying, and the Value of Assessment

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The Strategic Approach to Studying, and the Value of Assessment

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How does assessment shape student identities? An integrative review

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Assessment of student learning is commonly understood as a seemingly objective measurement of learning outcomes. It is seen as fair that assessment targets students’ abilities – not their identitie…

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Stress Contagion: Does Observing Others' Anxiety Affect You?

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Stress Contagion: Does Observing Others' Anxiety Affect You?

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Key points

Watching stress-inducing tasks leads to higher cortisol levels.

Managing stress is crucial for individual well-being and productivity.

Providing workers with stress management skills could prevent them from spreading their stress to colleagues.

When you observe a person who is stressed, sometimes you begin to feel stressed yourself, even if you are not doing anything stressful. Consider a scenario in which you're watching someone give a presentation and they are noticeably anxious. You may start to feel the same increase in heart rate or sweaty palms that they are feeling. How does this stress contagion work? A recent study conducted by the Centre for the Advanced Study of Collective Behaviour at the University of Konstanz in Germany explores this question and finds that observing stress in others leads to higher levels of stress hormones like cortisol. The findings of this study can be particularly helpful in managing stress in the workplace.

What Is Stress Contagion?

Stress contagion is the phenomenon where stress experienced by one person can impact the physiology, behavior, and stress levels of those around them, even without direct interaction. This can happen through both social and biological mechanisms such as pheromones, social cues, and emotional expression. Stress contagion can be common in the workplace, where one person's stress creates a general sense of anxiety in others. Managers and leaders are often a prime source of stress contagion in the workplace. Their negative emotions or visible stress can trigger similar responses in their direct reports. This can have a serious impact on the productivity and well-being of employees.

How Is Stress Contagion Measured?

There are various ways to measure stress contagion including physiological measures like stress hormones or heart rate, behavioral observations, self-report measures, and neuroimaging. One of the complications of measuring stress contagion is that there is no standardized model for inducing stress contagion based on face-to-face observation compared to an active placebo-stress observing control. The team at the University of Konstanz created a standardized way to measure stress contagion.

To gather data on second-hand stress contagion, the study participants observe a stress-inducing task (TSST) or a placebo-stress task (PlacTSST). The stress-inducing task includes an audio- and video-taped mock job interview followed by a mental arithmetic task in front of an evaluating panel. To measure second-hand stress, the stress observers are members of the evaluating panel and they watch the job interview and arithmetic task. During the observation, they write down their own feelings, thoughts, and physical experiences. The control group has a similar set-up except instead of observing a recorded job interview and challenging mental math problem, they observe someone reading a five-minute story out loud, and adding up five. The heart rate and saliva samples of the observers are collected at various time points to gather physiological data.

Stress Contagion Effects

Study participants who observe stressful scenarios exhibit higher salivary cortisol, greater heart rate, and higher salivary alpha-amylase, which measures activity in the sympathetic nervous system and the hypothalamic-pituitary-adrenal (HPA). There are no differences in measures of salivary aldosterone, which is a hormone related to stress in the renin-angiotensin-aldosterone system (RAAS). The researchers therefore conclude that the RAAS does not seem to be sensitive to contagion effects.

Additionally, the reactivity of stress observers mirrors the reactivity of participants who are actively engaging in the stressful activity. The cortisol and salivary alpha-amylase vary only slightly in degree between the participants engaging in the stressful activity and the participants who are simply observing. Interestingly, during the study, the heart rate of observers did not increase during the observation of the stressful task, but increased after it was over, suggesting an initial freezing response and a delayed processing of stress.

Stress Management in the Workplace

As previously mentioned here, work-related stress is pervasive in the United States. Over 80% of American workers suffer from work-related stress and over 25% say work is the number-one stressor in their lives. Finding a way to manage that stress and the contagion of stress in the workplace is paramount for establishing healthy work environments.

Another study from the University of Konstanz found that employees can effectively learn to master stress reduction techniques and lower the burden of stress in the workplace through cognitive-behavioral stress management training. A study conducted in Nigeria and published in Medicine (Baltimore) found similar results with cognitive behavior therapy significantly improving the occupational stress of various staff members. Providing workers with stress management skills will not only allow them to thrive in the workplace, but it will prevent them from spreading their stress to colleagues.

In conclusion, research from the University of Konstanz indicates that observing stress in others can lead to increased levels of stress hormones like cortisol, impacting both physiology and behavior. This finding underscores the importance of managing workplace stress, as it not only affects individual well-being but also influences the overall atmosphere and productivity. Implementing stress management techniques, such as cognitive-behavioral stress management training, can empower employees to better cope with stress and prevent its spread in the workplace.
This is part of a short series on stress.

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Stress Contagion: Does Observing Others' Anxiety Affect You?

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Observing stress in others elevates our stress levels, impacting physiology and behavior.

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How does assessment shape student identities?

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How does assessment shape student identities?

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An integrative review

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Are teacher characteristics and teaching practices associated with student performance?

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The Toxic Consequences of Attending a High-Achieving School

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The Toxic Consequences of Attending a High-Achieving School

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The Toxic Consequences of Attending a High-Achieving School

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Research shows why levels of anxiety, depression, and substance abuse are much higher among students at high-achieving high schools than among students elsewhere.

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For the workforce of tomorrow, good grades alone will not be enough

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Education in East Asia has taken a giant leap forward in recent years. But for students, academic excellence may not be enough, argues Vikas Pota.

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When we try high-leverage practices half-heartedly, no real change happens. For true change, go all in.

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ChatGPT generated sample assessment profiles we might encounter in ISKL

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ChatGPT generated sample assessment profiles we might encounter in ISKL

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Disclaimer for Assessment Profiles

The assessment profiles were developed by an AI Assistant Principal tool (ChatGPT) in collaboration with ISKL’s leadership team. They are designed to support professional understanding of the broad range of assessment personalities and learner profiles we encounter within an international, inclusive high school context--and how those interplay with each other.

Please note:

These profiles are hypothetical and not based on any specific ISKL member.

They are intended for illustrative and professional development purposes only.

Some descriptions may reflect broad cultural or behavioral generalizations that, while grounded in educational research and multicultural frameworks, may unintentionally reflect stereotypes.

Every ISKL member is a unique individual whose experiences, strengths, and growth areas must be understood through personalized relationships, culturally responsive practices, and data-driven insights.

The goal of these profiles is to expand our shared lens for understanding and supporting the many different perspectives (some contrasting) we hold about assessment--and how we can come together to best support students.

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Identity-Based Habits: How to Actually Stick to Your Goals This Year

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Most of the time we set our goals in the wrong way.

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Emotional Intelligence Executive Master Coach at InLight Coaching. Let EI enhance your career and relationships with EQi-2/360® Assessments.
According to Albert Einstein, "The measure of intelligence is the ability to change."Also, I think he could have mentioned, the ability to change helps us adapt to an ever-changing environment-a capacity that is sorely needed in our modern, dynamic society.

There are six levels of change, and as we progress through these steps, we create our own algorithm to manage and react to them. In this article, we will explore what these levels are and how you, as a leader, can use them to help individuals transform and raise their level of EI, to achieve lasting personal and professional growth.

In the realm of EI coaching, an effective approach to understanding how change is implemented is to appreciate that change happens in stages. And in order for you to do that, you must have heightened EI skills. Thus, if you're a little lacking in this regard, it's no doubt time to do a little remedial work. But assuming your EI skills are up to snuff, we can go on to talk about using levels of change as an updated algorithm for implementing change.

The Logical Levels Of Change

The concept of the logical levels of change was developed by Robert Dilts -a leading neuro-linguistic programming (NLP) trainer-and provides a structured framework for understanding the hierarchical nature of change.

There are six logical levels, and each one affects the level below it but not the one above it. A level cannot affect the one above it because people tend to operate from a single level, which creates a barrier and prevents them from changing their behavior, as reflected in the level above.

The levels are as follows:

1. Environment: These are the external factors that influence individuals, such as their physical surroundings and the people they interact with. An appreciation of how this level works allows us to understand how and why external factors affect our behavior.

2. Behavior: These are the observable actions and reactions as shaped by stimuli in their environment. Attention to this level reveals patterns and habits and demonstrates how effective our actions are.

3. Capabilities And Skills: These are the competencies, abilities and technical skills people possess. This provides insight into how effectively tasks can be performed to reach an intended outcome.

4. Beliefs And Values: These are the mental models and assumptions, such as principles and philosophies, that guide behavior. It is in this step that we discover what motivates us and how our attitudes shape our actions.

5. Identity: This is the core sense of self, encompassing how a person sees themselves, their mission and aspirations and their role in the world. We use this step to align our identity with our core beliefs and values. Identity is about the question: "Who am I?" Answering this question enables people who are going through change to forge a shared identity with others and act from it.

6. Purpose/Spirituality: This level reflects an individual's higher sense of purpose and connection to something greater than themselves.

At the top of the list, we see the most extrinsic levels. These are the levels that are often the easiest to change. For example, you may be able to change your environment by finding a new job or change your behavior by choosing to act differently.

In contrast, the bottom of the list represents the levels that are the hardest to make changes in. The reason for this hierarchy is obvious: it's a lot easier to change our environment than it is to change our self-image or spiritual purpose.

The Role Of Logical Levels Of Change In EI Coaching

When looking at how to improve and enhance EI, coaches look to each logical level in order to help individuals identify their strengths and weaknesses and allow them to understand how to make necessary changes.

It all begins with an analysis of the client's current EI across the six levels. This can include assessments, feedback and other evaluation methods.

Questions To Ask

To understand the barriers at each level, here are some questions you can ask the individual:

* Environment: Ask the individual to "step" into their environment and look at what is and isn't working well for them. What can the client change about this to make improvements?

* Behaviors: Encourage the individual to analyze their behavior and identify which behaviors are helpful compared with the ones that aren't. What new behaviors can be adopted to enact change?

* Capabilities And Skills: What is the individual currently equipped with to effectively deal with their situation? What additional training or skills are missing that would allow them to manage better? What capabilities do they already have but aren't using?

* Beliefs And Values: What values does the individual hold that don't contribute positively to the situation? Are there beliefs that are creating barriers? How can beliefs be changed or adjusted to generate empowerment?

* Identity: Who is the individual, and what do they see themselves as? Do they place labels on themself? Who do they want to become in order to progress? How can they change their self-image by achieving their goals?

* Purpose/Spirituality: What is the individual's purpose in life? If he or she doesn't think they have one, what do they want it to be?

The answers to these questions can help you identify which specific logical levels require change and tailor interventions accordingly. The end goal is to align all the levels, so you must work with others at the lowest level where issues are identified. Understanding those logical levels can help us implement the change we desire and become the person we want to be.

As to your own process of welcoming change, EI tools can help you as well as your reports work with and take advantage of a deep understanding of the six logical levels of change. You can learn to communicate more effectively, establish healthy assertiveness patterns, be able to take on a victor mentality and be seen as an inspired and transformational leader.

Forbes Coaches Council is an invitation-only community for leading business and career coaches.Do I qualify?

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Create Change By Understanding The Six Logical Levels Of Change In EI Coaching

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When looking at how to improve and enhance EI, coaches look to each logical level in order to help individuals identify their strengths and weaknesses.

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Self-Coaching Tool: The Pyramid of Logical Levels by Robert Dilts

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A simple framework that will help you to transform your life

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Collective Teacher Self-Efficacy and Burnout: The Mediator Role of Job Satisfaction

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Collective Teacher Self-Efficacy and Burnout: The Mediator Role of Job Satisfaction

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CONTEXT:

About 10 students were asked and agreed to share their experiences with assessment at ISKL. They were directed to not share specific names of teachers but rather general comments. This transcript has been edited for content, concision and clarity.

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SEL for Teachers: A Win for Both Educators and Students

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SEL for Teachers: A Win for Both Educators and Students

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SEL for Teachers: A Win for Both Educators and Students

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More educators are considering leaving the profession. School districts can support them through social-emotional learning.

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Impacts of Social and Emotional Learning Interventions for Teachers on Teachers' Outcomes: A Systematic Review With Meta-Analysis

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Impacts of Social and Emotional Learning Interventions for Teachers on Teachers' Outcomes: A Systematic Review With Meta-Analysis

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Frontiers | Impacts of Social and Emotional Learning Interventions for Teachers on Teachers’ Outcomes: A Systematic Review With Meta-Analysis

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Teaching is among the most emotionally demanding jobs, impacting teachers’ personal lives and job performance. Since teaching-specific stressors are mainly s…

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Prioritizing Teachers: Importance of Self-Care and Adult Social and Emotional Competencies

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Prioritizing Teachers: Importance of Self-Care and Adult Social and Emotional Competencies

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Interpreting Social-Emotional Learning: How School Leaders Make Sense of SEL Skills for Themselves and Others

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Interpreting Social-Emotional Learning: How School Leaders Make Sense of SEL Skills for Themselves and Others

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Addressing the Social-Emotional Needs of Adult Learners to Ensure Workplace Success: Combined Practices That Integrate Social Emotional

Learning and Employability Skills

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Addressing the Social-Emotional Needs of Adult Learners to Ensure Workplace Success: Combined Practices That Integrate Social Emotional

Learning and Employability Skills

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Grade 9-12 SEL Framework Banded Outcomes 

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Grade 9-12 SEL Framework Banded Outcomes 

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the upside of stress: why stress is good for you

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self-help / self-management / stress management

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The Upside of Stress: Why Stress Is Good for You, and How to Get Good at It

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Drawing from groundbreaking research, psychologist and award-winning teacher Kelly McGonigal, PhD, offers a surprising new view of stress-one that reveals the upside of stress, and shows us exactly how to capitalize on its benefits.You hear it all the time: stress causes heart disease; stre...

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Kelly McGonigal: How to make stress your friend

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Stress. It makes your heart pound, your breathing quicken and your forehead sweat. But while stress has been made into a public health enemy, new research suggests that stress may only be bad for you if you believe that to be the case.

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Thank you for engaging with the PD! Some meaningful reflection here worth all of our eyes as we move forward together.

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Thank you for engaging with the PD! Some meaningful reflection here worth all of our eyes as we move forward together.

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Cognitive Load Theory: Emerging Trends and Innovations - some notes

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A new special edition reflects new directions in CLT research and practice. It includes 15+ empirical and theoretical papers published between August 2024 – April 2025.

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Measuring the impact of teachers’ emotions on student behavior and learning

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Measuring the impact of teachers’ emotions on student behavior and learning

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Measuring the impact of teachers’ emotions on student behavior and learning

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We often think about what teachers teach – the lessons and academic goals. However, new research from the University of Delaware suggests we should also pay close attention to how teachers feel.The study, co-authored by UD Associate Research Professor Leigh McLean, looks at how a teacher’s emotions can ripple through the classroom, affecting the ways students engage, behave, and learn.Delaware Public Media’s Kyle McKinnon is joined by McLean this week to discuss the study’s findings and what they tell us about the emotional dynamics of a classroom.