About this srcd poster session

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Panel information
Panel 16. Prevention and Interventions

Abstract

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Now more than ever, youth in our country are suffering. Alongside them, the educators who are charged with their care, education, and development, are also distressed. Due to factors ranging from systemic to interpersonal (e.g, Carroll et al, 2020), educators experience some of the highest rates of burnout and stress than any other profession (Steiner, 2022), and they are at a higher risk of mental health conditions (Schonfeld, 2017). As a result, educators struggle to create classrooms that are predictable and stable, and students of stressed educators experience higher rates of emotional and behavioral issues (Herman, 2017). Stressed educators also leave the profession at alarming rates, particularly in underserved and marginalized communities (NEA, 2022).

Much of the research on enhancing educator wellbeing implies a one-size-fits-all approach, and interventions are often too time-intensive for most schools to implement (Roeser, 2013). Additionally, many interventions address educator wellbeing at the individual level, often ignoring interpersonal and organizational level factors (Cann, 2022). There is also a dearth of research on the impact of educator wellbeing interventions on student outcomes. The current study addresses these gaps by examining sources of educator stress and burnout, and the implementation of a Multi-Tiered System of Support framework for Educator Wellbeing (EWB MTSS). This study examines the impact of this framework on educator wellbeing and student socioemotional outcomes.

The EWB MTSS includes 3 tiers, ranging from universal/preventative to targeted/responsive. While interventions are flexibly applied based on a school’s and individual’s needs, the tiers generally provide access to the following: Tier 1: all-staff professional development focused on adult SEL and healing-centered classroom practices, leadership consultation on school climate and culture, and a library of asynchronous wellbeing resources; Tier 2: classroom observation/consultation around healing-centered practices, group supports, and single-session individual wellbeing consultation; and Tier 3: individual, evidence-based psychotherapy. This approach allows us to target several root causes of educator stress and give educators varied entry points based on need and preference.

To evaluate the impact of this framework on educator and student wellbeing, this study utilizes a quasi-experimental, mixed-methods design. Within one charter school network (grades preK-8), two schools were assigned to the intervention condition and two schools were assigned to the comparison condition. These schools serve a majority-minority population in under-resourced neighborhoods of a mid-Atlantic city. This poster will focus on a subset of the study results, specifically examining the impact of this intervention on educators’ self-reported 1) self-efficacy, 2) relationships with students, and 3) classroom environment. In addition, the intervention’s impact on students’ self-reported wellbeing (grades 3-8) will also be examined. Analyses will include paired sample t-tests to examine change in these constructs from fall to spring within each condition. In addition, Multiple Linear Regression will be conducted to compare the intervention and control conditions on these outcomes in the spring, while controlling for fall values. Results from this study will help to shape the landscape around comprehensive and adaptable educator wellbeing interventions and increase our understanding of the impact of these interventions on both educator and student outcomes.

Author information

Author	Role
Dr. Elizabeth Demeusy, Ph.D., Medstar Georgetown University Hospital, Wellbeing in School Environments Center (WISE)	Presenting author
Jacob Gustaveson, Medstar Georgetown University Hospital, Wellbeing in School Environments Center (WISE)	Non-presenting author
Anna Jesseman, Georgetown University	Non-presenting author
Michelle Sobon, Medstar Georgetown University Hospital, Wellbeing in School Environments Center (WISE)	Non-presenting author
Megan McCormick, Medstar Georgetown University Hospital, Wellbeing in School Environments Center (WISE)	Non-presenting author

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