https://padlet.com/pamellakraemer/pgcofrrszv4glho7 A go-to resource for tools to aid in a positive mental health journey as an educator and promote teacher self-efficacy. The following information can be used when challenging situations arise, when an educator is looking to improve their mental health, or as a place to stay informed on current research and articles emphasizing positive mental health tools. (Color Key: Pink = Course Readings, Blue = Primary Research Articles, Yellow = Helpful Articles) en-us 2022-10-08 23:31:07 UTC 2025-10-07 18:05:37 UTC hello@padlet.com pamellakraemer https://padlet.com/pamellakraemer/pgcofrrszv4glho7/wish/2332194610 Leo et. al (2022) implemented a mixed-methods study to explore workplace stress and job satisfaction during COVID-19.  They distributed a survey to 752 education professionals, both instructional staff and school support professionals, in new York State working in different districts and communities, thus collecting data from teachers who work with students of various socioeconomic statuses. 

The survey instrument used in this study was meant to identify any disparities among educators of different genders and those who were caregivers.  Through quantitative analyses of the survey data and qualitative analyses of the open-ended survey question, the researchers found that female educators have experienced higher levels of stress during the pandemic related to both COVID-19 and work (Leo et. al, 2022, p. 14).  The data also highlighted women's struggle to balance work and personal challenges, reporting higher levels of stress than me with children and men without children.

Implications of Research: 
As the data in this study shows, female educators struggle with work-life balance as they fulfill their professional and personal responsibilities as a mother. Thus, researchers suggest that school and district administration support their teachers through a positive school climate and improved childcare options. Furthermore, state support in paternal leave, universal pre-K, and head start programs can help parents handle financial and family responsibilities as well (Leo et. al , 2022, p. 16).]]> 2022-10-08 23:58:33 UTC https://padlet.com/pamellakraemer/pgcofrrszv4glho7/wish/2332194610 pamellakraemer https://padlet.com/pamellakraemer/pgcofrrszv4glho7/wish/2332197611 Myers et. al (2020) investigated how social work educators utilize self-care practices within their own professional lives, what supports help and harm self-care, and how systems support self-care (p. 578).  

The researchers utilized an online survey that collected 123 usable responses. 81 of the participants were in social work programs and the rest were field instructors.  The survey showed that the participants identified more often with psychological, physical, and social activities than they did with spiritual and professional self-care practices (Myers et. al, 2020, p. 584).

Implications of Research:
When participants responded via the online survey, researchers saw that strong supervision and supportive relationships with colleagues helped bolster one's perception of positive administration support (Myers et. al, 2020, p. 584).  However, may participants pointed out the need for more institutional support.

Helpful Self-Care Strategies:
Participants responded that setting boundaries, protecting their own time, and being committed to the self-care process were key in modeling positive self-care (Myers et. al, 2020, p. 584).  Several self-care/stress management utilized by participants include:

-exercise
-nutrition
-health
-family and friends
-faith
-meditation and mindfulness
-nature
-relaxing
-self-awareness
-sleep
-music]]> 2022-10-09 00:12:18 UTC https://padlet.com/pamellakraemer/pgcofrrszv4glho7/wish/2332197611 pamellakraemer https://padlet.com/pamellakraemer/pgcofrrszv4glho7/wish/2332200701 Kaihoi et. al (2022) explored educators' stress support networks among 370 educators in 17 different elementary and middle schools.  Specifically, these researchers wanted to investigate from whom educators look for support in managing their stress and whether stress support networks are linked to educators' emotional stress and burnout (p. 4).  

Researchers found that educators were more likely to look for support from organizationally proximal colleagues, such as those in the same role or those who taught the same grade or subject.  Furthermore, results show that some educators sought out those who were either the same gender or race as them (Kaihoi et. al, 2022, p. 11).  In addition, when educators who were early in their career were supported by more experienced colleagues, there was less associated burnout.  

Implications of Research:
This study shows that educators often seek support networks as they go through stress and burnout. So, this can be used to educators' advantage if administration designs interventions and supports that draw on the idea that emotional wellbeing is a shared experience among close colleagues versus just an individual's sole experience (Kaihoi et. al, 2022, p. 14). Thus, supporting educator mental and emotional health needs to be a priority for districts AND school buildings.]]> 2022-10-09 00:27:32 UTC https://padlet.com/pamellakraemer/pgcofrrszv4glho7/wish/2332200701 pamellakraemer https://padlet.com/pamellakraemer/pgcofrrszv4glho7/wish/2332206348 Deaton et. al (2022) used consensual qualitative research methods to explore educators' experiences with student mental health.  The study showed that participants were not trained or informed in how to respond to students' mental health needs, so oftentimes they were unable or unprepared to manage behaviors and utilize different intervention strategies while trying to meet each student's needs.  Furthermore, these feelings led to teachers' feelings of sadness, confusion, and helplessness.

Implications for Research:
Trainings should be offered so that teachers can manage their own emotions while helping students cope and coaching them through their own trauma and mental health issues. Furthermore, increased interdisciplinary collaboration can help provide teachers with training, consolation, and coaching so that teachers feel prepared and can help their students.
Research shows that the more a teacher understood a student's situation and mental health needs, the more they worried about the students after they left school.
The researchers suggest training in mental health literacy for both in-service teachers and pre-service teachers. Also, they suggest annual mental health trainings for teachers to adapt to their students' needs as well as personal consultation with professionals.]]> 2022-10-09 00:49:30 UTC https://padlet.com/pamellakraemer/pgcofrrszv4glho7/wish/2332206348 pamellakraemer https://padlet.com/pamellakraemer/pgcofrrszv4glho7/wish/2332211469 Seo and Yuh (2021) investigated educators' work-related stress, teacher-child interactions, mindfulness, and resilience (p. 1209).   They gave 370 early childhood educators self-reported questionnaires and found that high stress was associated with low levels of interactions with children.  Furthermore, work-related stress was negatively connected to emotional, verbal, and behavioral interactions with children (Seo & Yuh, 2021, p. 1215).

Implications for Research:
Researchers suggest that there should be more programs and policies that support teachers in reducing work-related stress in early childhood educators.  Furthermore, this study's findings show that mindfulness and resilience are helpful tools for educators.  These two aspects of self care can also be incorporated in the practices of preservice teachers (Seo & Yuh, 2021, p. 1216).]]> 2022-10-09 01:06:35 UTC https://padlet.com/pamellakraemer/pgcofrrszv4glho7/wish/2332211469 pamellakraemer https://padlet.com/pamellakraemer/pgcofrrszv4glho7/wish/2332213328 Tim Pressley (2021) investigated the correlation between COVID-19 and teacher burnout, both of which contribute to the need for self-care practices within the educations system.

Pressley found that teachers were experiencing high levels of stress in lieu of instructional pressures and the state of education. 

Implications for Research:
Pressley suggests that schools support teachers through instructional, technological, and/or emotional means.  The research also points to providing teachers with a mental health day to support their own self-care.  In addition, districts and schools need to support teachers' communication through their own forms of clear communication across building and district levels. Finally, Pressley's research shows that supportive environments and instructional guidance can help ease teacher anxiety and increase teachers' efficacy.]]> 2022-10-09 01:13:14 UTC https://padlet.com/pamellakraemer/pgcofrrszv4glho7/wish/2332213328 pamellakraemer https://padlet.com/pamellakraemer/pgcofrrszv4glho7/wish/2332215212 Wicke and Nelson (2021) examined personal and professional stress in middle school teachers.  They utilized a case study design to collect data regarding stress, burnout, pressure from administration, assessments, workload, discipline, and motivation, to name a few. 

The researchers found that personal and professional stress intersected in four ways:
1. intersecting relationship stress
2. intersecting environmental stress
3. coping with relationships
4. coping with environment

Examples of the above categories include stressful coworkers, relationship stressors at home with kids and spouses, new teacher stress, and raising their own children in the midst of COVID-19, to name a few (Wicke & Nelson, 2021, p. 226). 

Implications for Research
1. Allowing teachers to focus on their own emotional, physical, and cognitive health could increase their happiness and job satisfaction as well as the teacher shortage problem in our nation
2. Coping tools such as exercise, journaling, mediation, cleaning, and napping can be used to cope with stress
3. Teachers can focus on using coping strategies, a healthy work-life balance, collaboration with others, support among coworkers, and support from their staff  (Wicke & Nelson, 2021, p. 228). ]]> 2022-10-09 01:20:32 UTC https://padlet.com/pamellakraemer/pgcofrrszv4glho7/wish/2332215212 pamellakraemer https://padlet.com/pamellakraemer/pgcofrrszv4glho7/wish/2332257897 Effective interventions provide three levels of support:
1. primary support: adjusting school environment by providing more social and behavioral supports, increasing positive school climate 
2. secondary support: teaching teachers ways to reduce stress and encourage resiliency
3. tertiary supports: school leaders and mental health professionals support staff who are struggling individually (Brunzell et. al, 2021, p. 93).

The following can have direct relevance on teachers' wellbeing:
1. increasing self-regulation
2. increasing relational abilities
3. increasing psychological resources

Overall, teachers need to understand trauma, identify teaching strategies that are trauma-informed, and use techniques to improve personal wellbeing

]]> 2022-10-09 03:55:44 UTC https://padlet.com/pamellakraemer/pgcofrrszv4glho7/wish/2332257897 pamellakraemer https://padlet.com/pamellakraemer/pgcofrrszv4glho7/wish/2332259555 Rankin (2022) describes how teachers can use different strategies to prevent burnout.

1. set personal boundaries
Example: don't schedule meetings or do work  through your whole lunch period
Example: take personal brakes between work
Example: put down the phone or shut down the computer

2. Limit social media
3. Don't work from home
4. Limit when and where work email can reach you
5. Focus on one thing at a time whenever you can
6. Practice mindfulness practices
7. Read summaries of current research
8. Teach with an instructional style that works best with your personality
9. Have your own personal life with people and things you enjoy
10. Stay organized with a "To-Do" list
11. Stay organized with a calendar]]> 2022-10-09 04:01:09 UTC https://padlet.com/pamellakraemer/pgcofrrszv4glho7/wish/2332259555 pamellakraemer https://padlet.com/pamellakraemer/pgcofrrszv4glho7/wish/2332260981 Donahoe (2018) describes how our students' childhood trauma can affect teachers' wellbeing and emotional/mental health.

If we ourselves have experienced trauma, we can help struggling students or students who are traumatized. There are several things we can do if we have experienced trauma and have worked with students:

1: We have to heal ourselves.
2: We can be honest with our students if we overreact or speak harshly by apologizing
3. Wait to respond when our emotions are running high
4. We can consult with other teachers to help handle a tough situation

Overall, teachers can learn emotional regulation, effective communication, and social tools that we can use when working with our own students who are struggling.




]]> 2022-10-09 04:07:24 UTC https://padlet.com/pamellakraemer/pgcofrrszv4glho7/wish/2332260981 pamellakraemer https://padlet.com/pamellakraemer/pgcofrrszv4glho7/wish/2332263663 According to Mental Health America, teaching is one of the most stressful jobs in the country. Several ways teachers can help themselves as suggested by MHA include:

1. Setting boundaries early on and KEEPING them
2. Focusing on what we can control, not what we can't.
3. Moving our Body
4. Keeping in Touch with Friends and Family
5. Keeping Up with Self-Care
6. Maintaining Reasonable Expectations

We can help other teachers by:
1. Checking in on each other
2. Keeping each other accountable for self care
3. Expressing gratitude
4. Taking time to laugh
5. Paying attention to nonverbal cues
6. Lending each other support]]> 2022-10-09 04:19:17 UTC https://padlet.com/pamellakraemer/pgcofrrszv4glho7/wish/2332263663 pamellakraemer https://padlet.com/pamellakraemer/pgcofrrszv4glho7/wish/2332263817 https://youtu.be/ZsaorjIo1Yc]]> 2022-10-09 04:20:00 UTC https://padlet.com/pamellakraemer/pgcofrrszv4glho7/wish/2332263817 pamellakraemer https://padlet.com/pamellakraemer/pgcofrrszv4glho7/wish/2332263871 https://youtu.be/7keppA8XRas]]> 2022-10-09 04:20:17 UTC https://padlet.com/pamellakraemer/pgcofrrszv4glho7/wish/2332263871 pamellakraemer https://padlet.com/pamellakraemer/pgcofrrszv4glho7/wish/2332263973 https://www.youtube.com/watch?v=wdUR69J2u6c]]> 2022-10-09 04:20:42 UTC https://padlet.com/pamellakraemer/pgcofrrszv4glho7/wish/2332263973 pamellakraemer https://padlet.com/pamellakraemer/pgcofrrszv4glho7/wish/2332265230 Gewertz (2021) explore different ways districts and teachers can help improve overall mental health, especially after the COVID-19 pandemic.

1. Talk openly about mental health issues...and be vulnerable about your own!
2. Train your team to spot early signs of mental health struggles
3. Ask yourself whether you fully recognize your teachers' needs
4. Create systems of support
5. Check-in with each other
6. Inquire about what groups need support and what kinds]]> 2022-10-09 04:26:17 UTC https://padlet.com/pamellakraemer/pgcofrrszv4glho7/wish/2332265230 pamellakraemer https://padlet.com/pamellakraemer/pgcofrrszv4glho7/wish/2332265893 Said (2022) encourages teachers to reset their excitement for teaching.

1. Unpack your values and be okay with asking for help
2. Recenter yourself and remind yourself of your values
3. Use small projects as a way to get yourself excited for the next school year
4. Use relationship-building activities at the beginning of the school year
5. Integrate hands-on learning designs
6. Use music to make connections
7. Prioritize kinesthetic learning

]]> 2022-10-09 04:29:19 UTC https://padlet.com/pamellakraemer/pgcofrrszv4glho7/wish/2332265893 pamellakraemer https://padlet.com/pamellakraemer/pgcofrrszv4glho7/wish/2332266633 According to Leichtman (2022), researchers have been trying to measure burnout for years.  The Leichtman Burnout Scale helps provide an understanding of burnout for educators. This article explains the following four levels of burnout and how teachers can address their burnout.

Level 1: Passionate but Overwhelmed
Level 2: Overwhelmed and Becoming Cynical
Level 3: Cynical and Approaching Exhaustion
Level 4: Complete Exhaustion and Breakdown]]> 2022-10-09 04:32:50 UTC https://padlet.com/pamellakraemer/pgcofrrszv4glho7/wish/2332266633 pamellakraemer https://padlet.com/pamellakraemer/pgcofrrszv4glho7/wish/2332267709 Kellett (2022) explores how providing opportunities for students and staff to engage in mindfulness can provide additional emotional supports within the school day.

This resource provides several mindfulness practices to do weekly and monthly for both staff and students. It also provides ideas for picture books to use when supporting the area of focus.]]> 2022-10-09 04:36:44 UTC https://padlet.com/pamellakraemer/pgcofrrszv4glho7/wish/2332267709 pamellakraemer https://padlet.com/pamellakraemer/pgcofrrszv4glho7/wish/2332267809 2022-10-09 04:37:12 UTC https://padlet.com/pamellakraemer/pgcofrrszv4glho7/wish/2332267809