Stress Management and Resiliency Training for public school teachers and staff: A novel intervention to enhance resilience and positively impact student interactions

Sherry S. Chesak, Tejinder K. Khalsa, Anjali Bhagra, Sarah M. Jenkins, Brent A. Bauer, Amit Sood

Research output: Contribution to journalArticlepeer-review

33 Scopus citations

Abstract

Background: Burnout in teachers has been linked to decreased effectiveness as educators, and suboptimal interactions with students. The purpose of this pilot study was to assess the outcomes of a brief Stress Management and Resiliency Training (SMART) program for public school staff. Materials and methods: This single-arm, prospective trial involved an investigation of the effects of a brief SMART program on participant stress, anxiety, resilience, gratitude, happiness, life satisfaction, and quality of life (QOL). Results: Significant improvements were noted in participant anxiety (P < 0.001), stress (P = 0.003), gratitude (P = 0.001), happiness (P < 0.001), life satisfaction (P < 0.001), and QOL (P < 0.001). Most participants reported that the skills learned positively affected interactions with students (77.2%) and coworkers (72.2%). Conclusions: The SMART program showed promising effectiveness for improving anxiety, stress, gratitude, happiness, life satisfaction and QOL. Given the prevalence and impact of teacher burnout, larger, controlled trials and broader dissemination of the intervention are warranted.

Original languageEnglish (US)
Pages (from-to)32-38
Number of pages7
JournalComplementary Therapies in Clinical Practice
Volume37
DOIs
StatePublished - Nov 2019
Externally publishedYes

Bibliographical note

Funding Information:
This project was supported by Grant Number UL1 TR000135 from the National Center for Advancing Translational Sciences (NCATS) . Its contents are solely the responsibility of the authors and do not necessarily represent the official views of the NIH.

Funding Information:
Internal funding from the Integrative Medicine and Health Research Committee was received for statistical analysis and interpretation of data. The funders had no role in the study design; in the writing of the manuscript; and in the decision to submit the manuscript for publication.This project was supported by Grant Number UL1 TR000135 from the National Center for Advancing Translational Sciences (NCATS). Its contents are solely the responsibility of the authors and do not necessarily represent the official views of the NIH.

Publisher Copyright:
© 2019 Elsevier Ltd

Keywords

  • Anxiety
  • Burnout
  • Gratitude
  • Resilience
  • Stress Management
  • Teachers

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