Managing teacher stress and well-being: 10 open access resources for schools

The concept of well-being is complex, with many definitions. Can we achieve well-being if we don't fully understand what it is?

This paper by University of Manchester researchers in the journal Cogent Education addresses multiple definitions of well-being. The authors propose a unified framework that looks at well-being from three perspectives:

1. Negativity/deficiency – e.g., stress and burnout
2. Positivity/flourishing – e.g., happiness and optimism
3. Professionalism – e.g., self-efficacy and job satisfaction

The authors highlight how these factors overlap and influence each other.

Educators and school leaders can use this framework to design targeted interventions that address both the personal and professional aspects of well-being.

Teaching Under Pressure: Looking at Primary Teachers' Stress is based on the author Anne Cockburn's research into U.K. primary (elementary) teachers.

The aim of the book is to encourage readers to explore how to understand and tackle teacher stress and to identify the causes of stress in the profession.

It features real scenarios and examples of conversations that teachers can identify with and relate to.

Building Better Schools with Evidence-Based Policy: Adaptable Policy for Teachers and School Leaders provides an extensive set of free-to-use policies for schools. Each policy is driven by research and created by experts.

This chapter presents a teacher well-being policy that school leaders can adapt for their own schools.

The author Rebecca J. Collie suggests that schools should consult the policy before major changes to procedures or when scheduling events, to make sure teacher well-being is considered in decision-making.

Emotional intelligence is the ability to understand and manage your emotions and understand the emotions of others.

This study of more than 600 teachers in India found:

• Teachers with lower emotional intelligence are more likely to experience stress
• Teachers with higher emotional intelligence are more likely to lead a healthy lifestyle, which can help reduce stress

The authors conclude that schools can support teachers in managing stress by:

• Routinely assessing teachers' emotional intelligence and health behaviours
• Providing tailored interventions based on their assessments

Teachers who enjoy job satisfaction are less likely to experience stress and burnout.

This study in Educational Review examines the connections between teacher job satisfaction, school working conditions, and the characteristics of individual teachers.

It found that three types of social conditions are more important for job satisfaction than material considerations (such as workspaces) and resources. These are:

1. Student discipline
2. Teacher cooperation/collaboration
3. Workload

The study also found that professional development and self-belief were important for improving job satisfaction.

This chapter in the book International Approaches to Promoting Social and Emotional Learning in Schools highlights the critical link between teachers' well-being and their emotional and social competencies.

The author draws on several strands of research to present a model for professional development and well-being.

Teachers can apply the techniques in the chapter to manage their well-being, develop a more positive classroom environment, and boost student achievement.

Many teachers use social media for professional purposes. Could this hurt their well-being?

This study in the Journal of Research on Technology in Education explores the stressors teachers face when using the photo-sharing app Instagram.

It identifies how using Instagram can lead to information overload, procrastination, and social comparison. It highlights how passive use (e.g., consuming content) can increase stress, while active use (e.g., sharing information) can reduce it.

It explains how teachers should set boundaries, filter the content they see, and share useful insights when they use social media.

Resilience is key to maintaining and restoring well-being, especially in the face of professional challenges.

This paper in Educational Research introduces the AWaRE (Aligning Well-being and Resilience in Education) Model, which illustrates the relationship between teachers' well-being and resilience.

Teachers can use this model to better understand how to harness personal and workplace resources. Schools can integrate the concepts into professional development programs to foster supportive environments and improve teacher retention.

Early childhood education (ECE) practitioners face many stressors that can impact the quality of their work.

This article by Ohio State University researchers explores these stressors. It highlights strategies to mitigate their impact and emphasizes how professional development should include stress management and communication skills.

The study highlights coping mechanisms, including creating routines, fostering social support networks, and using stress-reduction techniques such as mindfulness and positive self-talk.

Educators and administrators can apply these insights to design policies, training, and workplaces that enhance teacher well-being and classroom quality.

Mindfulness can help us understand ourselves better and spot signs of stress and anxiety.

Richard Brady is a retired teacher. In this book, he outlines compelling stories to help teachers consider how to incorporate mindfulness into their lives, including in the classroom with students.

Resources for teachers and school leaders

• Routledge Education and Teaching
• Teachers' well-being hub

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