It is generally believed that teacher well-being can have a profound influence on student well-being and success. Accordingly, teachers are expected to be examples of self-regulation in the classroom, even in adverse conditions. Occasional teachers face unique challenges in their work, often creating heightened levels of stress over their permanent teacher colleagues.
Our inquiry required a multi-dimensional view of emotional distress as a product of stress in the workplace. This included distinguishing specific elements of occasional work and their connection to well-being, the effect of stress on physical health and workplace performance, as well as positive interventions supported by scientific evidence.
As a foundation and to underline the importance of this topic, we felt it was important to first understand the consequences of prolonged or chronic emotional distress to well-being. Secondly, we reflected on the complex task of identifying antecedents to negative emotional responses in the classroom, especially during challenging student-teacher interactions. This included common biases and beliefs which lead to dissatisfaction and demoralization. Lastly, we explored multiple positive interventions to prevent emotional distress and build resilience in order to rebound efficiently from stressors in the OT workplace.
Through literature reviews, anecdotal feedback from colleagues and attending conferences, we gained greater insight into the process and effect of emotional disregulation and created a toolbox of strategies to promote well-being among OTs.
Team Members
Asha Mohindra
Durham District School Board
Staff
Durham District School Board
Professional Learning Goals
- Understood the effect of distress on health and workplace performance from the viewpoint of physiology and neuroscience
- Verified how strategies from positive psychology are supported by scientific evidence
- Became more familiar with positive interventions such as purpose, optimism, gratitude, perseverance, mindfulness, growth mindset, self-compassion, etc. to be able to teach concepts to students
- Contributed to a more positive and inclusive school climate for students and teachers
- Supported OT colleagues in emotionally challenging teaching situations
Activities and Resources
- Attended MEHRIT Centre seminar on self-regulation
- Attended OTF conference on well-being in schools
- Attended DDSB-hosted presentations on self-regulation led by Stuart Shanker as well as administrative staff
- Attended Canadian scientific meeting on well-being and Canadian positive psychology conference (co-hosted by OISE)
- Review of literature and videos including scholarly articles and books by researchers and practitioners in fields relevant to occupational health
- Informal discussion with OTs, local union leaders, staff development team members and well-being/mental health staff from DDSB and other boards/universities/locals
- Personal reflection and observations
Unexpected Challenges
- Difficulties scheduling meetings due to being in different schools with different timetables
- Team member required a leave of absence during project
- Studies/statistics on occasional teacher well-being is limited
- Amount of available research/resources on positive psychology was larger than anticipated
- Many teachers displayed difficulty in detaching from teaching role and focusing on self-care
- For many concepts, there were multiple definitions, which required us to carefully define terms before using them
Enhancing Student Learning and Development
Successful application of the findings of this project has the potential to effect student learning and development on many levels. Regulated, emotionally intelligent teachers can:
- serve as a role model for students
- be more alert to dangers and make better decisions when cognitive functions are optimized in the brain
- experience less chance of burnout or absence from physical or mental illness, providing more stability and consistency for students
- become familiar with a skillset they can teach to students/integrate into the curriculum
Sharing
- Workshop to OTs hosted by elementary OT local on “Reducing Stress in Challenging Teaching Situations”
- Follow up interactive support session to workshop
- Discussion with other local/admin staff about implications for additional support for OTs
Project Evaluation
Overall, professional goals were met or exceeded and a number of reflections were personally noted as well as shared.
In order to assess participant feedback from the workshop, on exiting, attendees were asked to complete a rating scale as well as provide comments pertaining to perceived usefulness. More than 80 per cent of participants were highly positive in their evaluations. Requests were made by participants for additional resources, a written article and further group support.
The workshop may have been more effective spread over a longer period of time (i.e., half- to full-day or multi-session instead of two hours). It would have also been preferable to present in the summer when teachers had more time and energy assimilate concepts into repertoire and focus more on their own well-being away from the immediate needs of students.
The amount of time required and complexity of concepts involved was greater than expected. Research in the area of positive psychology and neuroscience has increased exponentially over the last two decades. The findings of this project provided a realistic overview of relevant findings; however, time permitting, further benefit could be derived from more exploration of the component parts of this inquiry.
Continued research could include the influence of cultural orientations as a factor in emotional regulation. Also, some implications for policy change and OT support emerged as well as the need to distinguish between psychological and real safety concerns in schools.
Resources Used
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