A growing number of pieces of research has been conducted to examine how educational environment stressors impact the well-being of teachers. The problem appears to be prevalent worldwide, as some teachers report high-stress levels associated with their careers, while younger teachers feel even more vulnerable (Harmsen et al., 2018). Factors that negatively impact the health and well-being of teachers in an educational setting result in the development of mental health concerns, such as burnout, anxiety, and depression (Benevene et al., 2020). Hence, due to higher levels of job responsibilities compared with other professionals, educators find themselves at risk of experiencing low levels of self-efficacy (Shen et al., 2015). Burnout and depression have overlapping symptoms, which include low energy, change in sleeping patterns, and loss of concentration (Koutsimani et al., 2019). Teachers suffer from these symptoms, their professional qualities may deteriorate, and some eventually decide to change their career path.
However, most educators search for tools that may help them to overcome adverse factors. Rajesh et al. (2022) report that teachers sought support by reaching out to veteran teachers, friends, and outside the school community. Interestingly, the most popular tools were “positive reframing, active coping, and planning” (Rajesh et al. 2022, p.5). These results showed that teachers tried to accept stressful situations and apply their coping skills to deal with the challenges.
Teachers can easily overcome burnout, anxiety, and depression with the right tools. There are specific workshops and interventions developed for educators. PsyCap intervention program was designed to assist teachers in improving a set of components consisting of their performance: optimism, hope, resilience, and efficacy. Scholars assert that PsyCap reduced depressive symptoms and improved well-being by enhancing daily life and work performance by succeeding in each component (Dicke et al., 2018). One important workshop available for teachers is Social Emotional Learning (SEL) which focuses on dealing with emotions and situations that evoke negative feelings. It allows educators to build SEL competencies by reducing emotional exhaustion and burnout and improving self-efficacy. SEL includes two pieces of training in mindfulness – CARE (Cultivating Awareness and Resilience in Education) and SMART (Stress Management and Resiliency Training) (Schornert-Reichl, 2017). The former helps to increase adaptive emotion regulation skills and mindfulness and reduce mental distress and exhaustion.
The Positive Behavior Interventions and Supports (PBIS) program is another critical intervention that can dramatically change a teacher’s working environment. It was developed in the late 1990s by Rob Horner and George Sugai, who analyzed the use of data informing decisions about the development, implementation, and evaluation of behaviors in evidence-based practices (Sugai & Simonsen, 2012). Aiming to improve academic and social behavior outcomes for all students, this program helps teachers change their environment, thus overcoming stress and creating mutually fulfilling relationships with students.
PBIS program has been introduced in US schools during the last three decades. It is a holistic behavior support plan aimed at helping students and educators with the use of a single systematic approach (Grasley et al., 2021). The students are taught expected behaviors and rewarded for exhibiting these behaviors. Rewards are incentives, such as popcorn, a small toy, or free time. Sufficient implementation of PBIS allows to a decrease in unwanted behaviors, which is a primary stress factor for teachers (Ross et al., 2012). The program has three tiers of support: school-wide, targeted, and intensively individualized. About 80% of students respond to Tier 1, whereas 15-20% benefit from Tier 2 interventions. Tier 2 students require more individualized behavior and academic support, such as after-school programs, school counseling, and a check-in check-out support system (Ross et al., 2012). The remaining 5% of students with more individualized and intense needs move into Tier 3, which provides strategies for learners with developmental disabilities and emotional and behavioral problems. The author did not find specific evidence-based studies that explore the effectiveness of PBIS in improving teachers’ mental health symptoms.
The results of this study provide educators and mental health professionals with information regarding the effectiveness of Positive Behavioral Intervention Support (PBIS) and how it helps teachers eliminate the stress factors related to their duties. Mental health professionals will benefit from the study results as they will become more prepared to support educators by teaching the constituents of the PBIS program. They will apply this information to psychoeducate teachers on how PBIS can be utilized in managing behaviors, reducing burnout in the profession, and encouraging the use of resources and healthy coping skills.
The author hypothesized that teachers who use PBIS experience lower levels of anxiety, depression, and burnout while improving their well-being. Understanding the effectiveness of PBIS and how to properly utilize this intervention program is essential as the growing number of new teachers terminate their jobs within the first few years of joining this profession. In addition, PBIS may assist in creating some mental health programs for teachers to increase awareness of burnout, anxiety, and depression. Moreover, PBIS will allow psychologists to develop effective treatment plans for teachers seeking mental health support.
Reference
Harmsen, R., Helms-Lorenz, M., Maulana, R., & van Veen, K. (2018). The relationship between beginning teachers’ stress causes, stress responses, teaching behavior and attrition. Teachers and Teaching, 24(6), 626–643. Web.