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Heissel, Jennifer A.; Adam, Emma K.; Doleac, Jennifer L.; Figlio, David N.; Meer, Jonathan – Education Finance and Policy, 2021
We examine how students' physiological stress differs between a regular school week and a high-stakes testing week, and we raise questions about how to interpret high-stakes test scores. A potential contributor to socioeconomic disparities in academic performance is the difference in the level of stress experienced by students outside of school.…
Descriptors: High Stakes Tests, Anxiety, Physiology, Stress Variables
McConkey, Michelle S.; Kuebel, Christa R. – Journal of Research in Music Education, 2022
Researchers have identified high levels of stress among music education students, but we know very little about how students manage this stress and how emotional competence skills might be utilized within stress coping mechanisms for this population. Through this qualitative study, we sought to understand the stress coping strategies of eight…
Descriptors: Coping, Music Education, Stress Variables, Majors (Students)
Nir, Adam E. – Educational Planning, 2021
The outbreak of the COVID-19 pandemic undermined basic routines and typical conduct of schools, introducing uncertainty and instability to an extent that schools had never encountered in the last decades. The current study focuses on leaders' coping strategies while struggling to maintain school stability and on the extent to which these extreme…
Descriptors: COVID-19, Pandemics, Coping, Leadership Responsibility
Styck, Kara M.; Malecki, Christine K.; Ogg, Julia; Demaray, Michelle K. – School Psychology Review, 2021
The COVID-19 pandemic and resulting stay-at-home orders created a need for assessing elementary, middle, and high school students' experienced stressors associated with the coronavirus situation. In collaboration with a school district wanting information about their students' well-being during the pandemic school shut-down, the current study…
Descriptors: School Psychology, COVID-19, Pandemics, Grade 4
Tomkunas, Alexandria J.; Welliver, Megan; Wink, Mackenzie N.; LaRusso, Maria D. – Psychology in the Schools, 2023
The COVID-19 pandemic dramatically altered practices in the K-12 education system. Though several studies have documented impacts on students and staff, limited research has explored educators' experiences with these changes. This study addresses this gap using interview data to examine elementary school educators' perspectives. Results suggest…
Descriptors: COVID-19, Pandemics, Schools, Elementary School Teachers
Ellison, Douglas W.; Walton-Fisette, Jennifer – European Physical Education Review, 2022
In schools today, student trauma and toxic stress may impact students' ability to learn. Therefore, this inquiry explored the experiences and knowledge of 27 physical education (PE) teachers in the United States related to trauma and trauma-informed practices. Teachers' experiences were examined through semi-structured interviews informed by the…
Descriptors: Physical Education Teachers, Teacher Attitudes, Trauma, Metacognition
Pehr Jakobsson; Åse Fagerlund; Mari Laakso; Monica Londen – International Journal of Emotional Education, 2023
The present study addresses the concern for the well-being of teachers and school personnel by examining the efficacy of a multicomponent positive psychology intervention aimed at enhancing emotional well-being in the school environment. The study design comprised a clustered randomized controlled trial, targeting teachers and school personnel…
Descriptors: Well Being, Foreign Countries, Program Effectiveness, Intervention
Catherine P. Bradshaw; Joseph M. Kush; Summer S. Braun; Emily A. Kohler – School Psychology Review, 2024
The COVID-19 pandemic resulted in an urgent pivot to remote learning, causing many challenges for teachers and school administrators. The current study sought to better understand the extent to which the perceived negative impacts of COVID-19 on U.S. educators and their students varied as a function of staff role (teacher vs. administrator),…
Descriptors: COVID-19, Pandemics, Teacher Attitudes, Stress Variables
Yohannan, Justina; Carlson, John S. – Psychology in the Schools, 2019
Youth exposed to traumatic events are at higher risk for negative developmental outcomes, including low academic performance, poor social skills, and mental health concerns. To best address these risks, school-based intervention services, and trauma-informed practices can be provided. The goal of this study was to systematically review the…
Descriptors: Trauma, At Risk Students, Intervention, Educational Environment
Lindsay Brown; Kalina Gjicali; Ha Yeon Kim; Carly Tubbs Dolan; Paul Frisoli; Mahmoud Bwary; J. Lawrence Aber – AERA Open, 2023
Despite widespread enthusiasm for remedial education programming with refugee populations, there is little rigorous evidence on how to design and implement such programs. We employ a cluster-randomized design of non-equivalent treatment groups to test the impact of access to two types of program enhancement: longer program duration and the…
Descriptors: Program Evaluation, Refugees, Foreign Countries, Social Emotional Learning
Demaray, Michelle K.; Ogg, Julia A.; Malecki, Christine K.; Styck, Kara M. – School Psychology Review, 2022
The current study examined: (1) the associations of COVID-19 stress with anxiety and depression and whether those associations differed by gender or grade level; and (2) how different coping strategies mitigated the associations of COVID-19 stress with anxiety and depression. During remote learning due to COVID-19, data were collected from 2,738…
Descriptors: COVID-19, Pandemics, Stress Variables, Stress Management
Danyluk, Patricia – Action in Teacher Education, 2013
Research on the student teaching practicum indicates that it is a time of enormous stress. The purpose of this study was to gather information from student teachers regarding their perceptions of stress while in the midst of their practicum. The questions were designed to gather information that could be used to create a less stressful practicum.…
Descriptors: Foreign Countries, Student Teaching, Student Teachers, Stress Variables
Oliver, Brandie M.; Berger, Christy T. – Professional School Counseling, 2020
Social/emotional learning (SEL) programs and practices have gained momentum across the state of Indiana in recent years in response to the changing needs of students and families. Many school communities have adopted SEL due to the heightened challenges posed by students impacted by trauma or chronic stress. As schools began to adopt SEL programs…
Descriptors: Social Emotional Learning, Trauma, School Counseling, Counselor Role
Feuerborn, Laura L.; Tyre, Ashli D.; Beaudoin, Kathleen – Journal of Positive Behavior Interventions, 2018
Classified staff are important stakeholders in schools and commonly interact with students across grade levels, subject matter areas, and physical locations--making their involvement in the implementation of schoolwide positive behavior interventions and supports (SWPBIS) essential. However, their voice, including the intentional and systematic…
Descriptors: School Personnel, Specialization, Positive Behavior Supports, Intervention
Anttila, Erkko; Turtiainen, Jussi; Varje, Pekka; Väänänen, Ari – Pedagogy, Culture and Society, 2018
The study examines Finnish discussions on student-centred school culture and teachers' emotional labour from a sociological and historical perspective. It employs a thematic analysis of articles published in a Finnish teachers' professional magazine from 1979 to 2011. In interpreting the data, the study draws from emotional labour research and…
Descriptors: School Culture, Student Centered Learning, Emotional Response, Educational History