Education Support, alongside Cooper Gibson Research have undertaken a literature review of the impact of stress, burnout, anxiety and depression on teachers in their new report.
“Good mental health and wellbeing of teachers is important for them as individuals, for the profession and for the students they teach.1 It is therefore concerning when the United Kingdom’s Health and Safety Executive (2018),2 reported that teachers, compared with other professions, have some of the highest rates of work-related stress, depression and anxiety in Britain.3 Moreover, the impact of stress for teachers as individuals and for the profession more widely is less understood. To better inform this understanding, Education Support, commissioned CooperGibson Research to explore the evidence base for the impact that stress, burnout, depression and anxiety has on the mental health and wellbeing of the teaching profession.”
In the report they state (p4):
“Evidence for the impact of stress, burnout, anxiety and depression
The evidence suggests that if a teacher experiences stress and/or burnout they are more likely to have: (1) mental and physical ill health; (2) less job satisfaction; and (3) intentions to leave their job and/or the teaching profession.
There is some limited evidence to suggest that if a teacher experiences anxiety they are at increased risk of absenteeism and having intentions of leaving their job and/or the teaching profession.
There is evidence to suggest that teachers with depression are at increased risk of feeling dissatisfied with work, presenteeism and absenteeism.
Some teachers with reduced mental health and wellbeing are at greater risk of experiencing reduced self-efficacy to carry out their role generally and specifically in relation to classroom management.
Evidence for the impact on learner outcomes
There is some evidence to show an association between teacher stress, burnout, depression and/or anxiety with poorer learner academic achievement, learner engagement (including concentration, satisfaction rates, motivation and behaviour) but less evidence for learner wellbeing.”
Read the full report below:
References:
- https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1034032/DfE_Education_Workforce_Welbeing_Charter_Nov21.pdf
- https://www.hse.gov.uk/statistics/
- At a rate of 2,100 cases per 100,000 professionals compared with 1,320 cases for all occupational groups
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