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ERIC Number: EJ867133
Record Type: Journal
Publication Date: 2009-Dec
Pages: 15
Abstractor: As Provided
Reference Count: 39
ISSN: ISSN-0033-3085
Changes in Teacher Stress through Participation in Pre-Referral Intervention Teams
Lhospital, Ann Shargo; Gregory, Anne
Psychology in the Schools, v46 n10 p1098-1112 Dec 2009
Teachers today face high stress that can compromise their well-being, longevity in the profession, and the quality of their interactions with students. Pre-referral interventions, which address individual student difficulties before consideration for special education, may help buffer teacher stress through student interventions and team support. Yet, little is known about how teacher stress changes across pre-referral interventions. This study followed 33 elementary education teachers prospectively through their participation in a pre-referral intervention team (PIT) program. Hierarchical linear modeling indicated that, across the pre-referral process, teachers felt less distress related to referred students' needs, termed dyadic stress. Teachers' dyadic stress was partially accounted for by student progress on referral concerns. Teachers' experience of PIT support was also linked to reductions in stress and lower dyadic stress after pre-referral interventions were implemented. The findings have implications for how school practitioners consult with teachers. (Contains 2 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A