Teacher Burnout May Be Linked to Students' Stress, Study Finds

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Stress might be contagious in the classroom among students and teachers, according to a new .

The study, conducted by the University of British Columbia and , found a possible connection between teachers鈥� burnout levels and students鈥� cortisol levels, a hormone that indicates stress.

For the study, researchers surveyed 17 teachers in grades 4 to 7 on their potential burnout, and then tested over 400 students in those teachers鈥� classrooms for stress levels by collecting saliva samples three times in one day. Researchers found that in classrooms where teachers were feeling more burned out or exhausted, students鈥� cortisol levels were higher, especially in the morning.

鈥淚t is unknown what came first鈥攅levated cortisol or teacher burnout,鈥� said Eva Oberle, the study鈥檚 lead author and assistant professor at UBC鈥檚 School of Population and Public Health, . 鈥淭his suggests that stress contagion might be taking place in the classroom among students and their teachers.鈥�

Oberle said as classroom sizes increase and support for teachers is cut, the stressful climate may affect teachers鈥� ability to effectively organize their classroom and manage their students鈥攚hich could cause stress for students whose needs are not being met. Then again, students with anxiety, behavioral problems, or special needs who may be more challenging to teach can cause stress or feelings of burnout for teachers.

Although the study was conducted in Canada, there are lessons here for American schools, which are facing similar issues that contribute to a stressful national climate for teachers鈥�a recent survey found that 47 percent of U.S. teachers want smaller class sizes, with many feeling unappreciated or discounted.

鈥淭eachers play a central role in establishing a positive and responsive classroom environment that is conducive to social-emotional and academic growth,鈥� the study鈥檚 authors wrote. In fact, research has shown that less stress among teachers can lead to improvements not only in their own social and emotional well-being, but also in the instructional climate and student engagement.

According to out of the University of Virginia鈥檚 Curry School of Education, teachers who participated in (CARE) for Teachers, a mindfulness-based professional-development program, were more emotionally supportive, demonstrated greater sensitivity to students, and made better use of instructional time鈥攚hich in turn made students more productive and involved in learning activities.

鈥淚t is clear from a number of recent research studies that teaching is one of the most stressful professions, and that teachers need adequate resources and support in their jobs in order to battle burnout and alleviate stress in the classroom,鈥� said Kimberly Schonert-Reichl, the study鈥檚 co-author and UBC education professor. 鈥淚f we do not support teachers, we risk the collateral damage of students.鈥�

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