Research on Stress and Coping in Education – serie

Schools are increasingly being called upon to aid in the development of resilience in young people in order to be proactive and prevent the consequences of poor social-emotional health and well-being. In this collection of 13 essays, 19 scholars from Australia, the UK, Israel, and the U.S. offer current theory and research on coping by young people, and its application to the educational setting. Coverage includes an overview of coping and coping strategies; resources and coping with prevalent problems, such as anxiety and aggression; teaching coping skills; coping strategies for parents; and teacher training for low-burnout teaching.

Schools are increasingly being called upon to aid in the development of resilience in young people in order to be proactive and prevent the consequences of poor social-emotional health and well-being. In this collection of 13 essays, 19 scholars from Australia, the UK, Israel, and the U.S. offer current theory and research on coping by young people, and its application to the educational setting. Coverage includes an overview of coping and coping strategies; resources and coping with prevalent problems, such as anxiety and aggression; teaching coping skills; coping strategies for parents; and teacher training for low-burnout teaching.

School districts today face increasing calls for accountability during a time when budgets are stretched and students’ needs have become increasingly complex. The teacher’s responsibility is to educate younger people, but now more than ever, teachers face demands on a variety of fronts. In addition to teaching academic content, schools are responsible for students’ performance on state-wide tests. They are also asked to play an increasingly larger role in children’s well-being, including their nutritional needs and social and emotional welfare. Teachers have shown themselves to be more than capable of taking up such challenges, but what price is paid for the increasing demands we are placing on our schools? Understanding Teacher Stress in an Age of Accountability is about the nature of teachers stress and the resources they can employ to cope with it.Accountability is a two-way street and the authors in this volume suggest remedies for reducing teacher stress and in all likelihood increasing student learning—greater administrative support, more and better instructional materials, specialized resources targeted at demanding children, parental support, and professional recognition. Readers will discover that lack of funding, low pay, concerns about academic performance and student misbehavior, and increased public and governmental scrutiny are not exclusive to the United States. In this volume, the third in a series on Research on Stress and Coping in Education, authors from Australia, Turkey, Malaysia, and the Netherlands sound the same alarms, post the same warnings, and draw similarly disturbing conclusions.

School districts today face increasing calls for accountability during a time when budgets are stretched and students’ needs have become increasingly complex. The teacher’s responsibility is to educate younger people, but now more than ever, teachers face demands on a variety of fronts. In addition to teaching academic content, schools are responsible for students’ performance on state-wide tests. They are also asked to play an increasingly larger role in children’s well-being, including their nutritional needs and social and emotional welfare. Teachers have shown themselves to be more than capable of taking up such challenges, but what price is paid for the increasing demands we are placing on our schools? Understanding Teacher Stress in an Age of Accountability is about the nature of teachers stress and the resources they can employ to cope with it.Accountability is a two-way street and the authors in this volume suggest remedies for reducing teacher stress and in all likelihood increasing student learning—greater administrative support, more and better instructional materials, specialized resources targeted at demanding children, parental support, and professional recognition. Readers will discover that lack of funding, low pay, concerns about academic performance and student misbehavior, and increased public and governmental scrutiny are not exclusive to the United States. In this volume, the third in a series on Research on Stress and Coping in Education, authors from Australia, Turkey, Malaysia, and the Netherlands sound the same alarms, post the same warnings, and draw similarly disturbing conclusions.

This collection of chapters presents research focused on emerging strategies, paradigms, and theories on the sources, experiences, and consequences of stress, coping, and prevention pertaining to students, teachers and administrators. Studies analyze data collected through action research, program evaluation, surveys, qualitative interviewing, auto ethnography, and mixed methods gathered from students and educators in the United States, Italy, Holland, Turkey, and Australia.

This collection of chapters presents research focused on emerging strategies, paradigms, and theories on the sources, experiences, and consequences of stress, coping, and prevention pertaining to students, teachers and administrators. Studies analyze data collected through action research, program evaluation, surveys, qualitative interviewing, auto ethnography, and mixed methods gathered from students and educators in the United States, Italy, Holland, Turkey, and Australia.

Research on stress and coping phenomena has been among the most widely studied topics in social and behavioral sciences during the past several decades. Notwithstanding, the authors in this book have expanded the base of stress and coping research by providing a valuable reference source that includes guidelines and frameworks as well as empirical findings related to the application of mixed methods approaches to the study of stress and coping.This book is intended not only for stress and coping researchers, but also for social and behavioral science researchers at various levels—from students, instructors, and advisors to applied researchers, research methodologists, and theorists. The 15 chapters are divided into three distinct sections. The five chapters in Section I focus mainly on topics pertaining to the conceptual and theoretical aspects of mixed methods research in the study of stress and coping. The five chapters in Section II address the major methodological issues of mixed methods research. Section III presents five empirical studies of mixed methods research as applied to the field of stress and coping.This book illustrates the perspectives of innovative interconnections in the application of mixed methods research to the study of stress and coping. It also provides readers with new ways of designing and evaluating strategies and programs that aim to reduce stress and improve coping mechanisms.

Research on stress and coping phenomena has been among the most widely studied topics in social and behavioral sciences during the past several decades. Notwithstanding, the authors in this book have expanded the base of stress and coping research by providing a valuable reference source that includes guidelines and frameworks as well as empirical findings related to the application of mixed methods approaches to the study of stress and coping.This book is intended not only for stress and coping researchers, but also for social and behavioral science researchers at various levels—from students, instructors, and advisors to applied researchers, research methodologists, and theorists. The 15 chapters are divided into three distinct sections. The five chapters in Section I focus mainly on topics pertaining to the conceptual and theoretical aspects of mixed methods research in the study of stress and coping. The five chapters in Section II address the major methodological issues of mixed methods research. Section III presents five empirical studies of mixed methods research as applied to the field of stress and coping.This book illustrates the perspectives of innovative interconnections in the application of mixed methods research to the study of stress and coping. It also provides readers with new ways of designing and evaluating strategies and programs that aim to reduce stress and improve coping mechanisms.

Nearly all chapters in this volume are contemporary original research on personality, stress, and coping in educational contexts. The research spans primary, secondary, and tertiary education. Research participants are students and teachers. The volume brings together contributions from the United States, Australia, Canada, Italy, Scotland, and Hong Kong. Outcomes of interest in the studies include achievement (e.g., grades), cognitive processes such as problem solving, and psychological/ emotional health and well-being.The book is divided into two sections. Part I focuses on personality, stress, and coping in children and young people and Part II addresses personality, stress and coping among adults. Each chapter is introduced by an abstract that summarizes the study. Each chapter makes a unique contribution and can stand alone; interested individuals may benefit from reading any of the chapters without the necessity of reading others. At the same time, there is frequent content overlap among chapters; many authors utilized some of the same measurement devices to assess study variables, and similar or identical variables are studied across chapters utilizing diverse theoretical perspectives or models. In measuring coping, several chapters used the Adolescent Coping Scale (Frydenberg & Lewis, 1993) and a number of others utilized the COPE scale (Carver, Scheier, & Weintraub, 1989). Particular personality models or variables were commonly studied. A few chapters investigated the Big Five, two studied self efficacy and two researched implicit theories of personality.

Nearly all chapters in this volume are contemporary original research on personality, stress, and coping in educational contexts. The research spans primary, secondary, and tertiary education. Research participants are students and teachers. The volume brings together contributions from the United States, Australia, Canada, Italy, Scotland, and Hong Kong. Outcomes of interest in the studies include achievement (e.g., grades), cognitive processes such as problem solving, and psychological/ emotional health and well-being.The book is divided into two sections. Part I focuses on personality, stress, and coping in children and young people and Part II addresses personality, stress and coping among adults. Each chapter is introduced by an abstract that summarizes the study. Each chapter makes a unique contribution and can stand alone; interested individuals may benefit from reading any of the chapters without the necessity of reading others. At the same time, there is frequent content overlap among chapters; many authors utilized some of the same measurement devices to assess study variables, and similar or identical variables are studied across chapters utilizing diverse theoretical perspectives or models. In measuring coping, several chapters used the Adolescent Coping Scale (Frydenberg & Lewis, 1993) and a number of others utilized the COPE scale (Carver, Scheier, & Weintraub, 1989). Particular personality models or variables were commonly studied. A few chapters investigated the Big Five, two studied self efficacy and two researched implicit theories of personality.

This book is the latest volume in the Research on Stress and Coping in Education series. The authors present original research and current theory regarding the realities of coping with the stresses of teaching. The chapters highlight working conditions for teachers around the globe and the processes and strategies that teachers use to survive and thrive in their daily work with students, families, and educational administrators. Both stress researchers and educational policy makers will find the chapters offer insights into sources of stress for teachers, strategies for stress prevention and coping, and the negative consequences that stress can have on teacher retention. Researchers from Norway, Turkey, Greece, the United States, the Netherlands, Germany, Russia, Italy, and China illustrate through a variety of research methods both the centrality of cultural context and the commonalities of teacher experiences around the world.

This book is the latest volume in the Research on Stress and Coping in Education series. The authors present original research and current theory regarding the realities of coping with the stresses of teaching. The chapters highlight working conditions for teachers around the globe and the processes and strategies that teachers use to survive and thrive in their daily work with students, families, and educational administrators. Both stress researchers and educational policy makers will find the chapters offer insights into sources of stress for teachers, strategies for stress prevention and coping, and the negative consequences that stress can have on teacher retention. Researchers from Norway, Turkey, Greece, the United States, the Netherlands, Germany, Russia, Italy, and China illustrate through a variety of research methods both the centrality of cultural context and the commonalities of teacher experiences around the world.

This book is the 8th Volume in the Research on Stress and Coping in Education Series. Mindfulness is gaining attention within many disciplines including education and the authors present original research and current theory for examining ways such practice can be used to improve school outcomes for students and strengthen supports for teachers and school leaders. The chapters are written to be useful for practitioners and pre-service educators by posing recommendations for those considering these strategies and techniques. Specific treatment is given to work of teachers, principals, and superintendents.Research is beginning to document the acceptability and efficacy of mindfulness-based interventions (MBIs) in the reduction of stress and burnout, and in the improvement of occupational health and well-being, among educators and school administrators. In this groundbreaking volume of the Research on Stress and Coping in Education series - Mindfulness for Educational Practice: A Path to Resilience for Challenging Work, educational researchers and practitioners advance the exploration of MBIs in educational settings by asking how they might contribute not only to stress reduction and resilience enhancement, but also to the improvement of relationships and the everyday practices of leadership, teaching and learning in the schools. Individual chapters in this volume focus on key questions in the field of study concerned with mindfulness in education today, including (1) What is the role of MBIs in enhancing emotional self-awareness and self-care in teachers, as well as their sense of efficacy and agency with regard to making broader educational changes? (2) Can mindfulness training; by enhancing attentiveness to counterfactual or novel information, as well as environmental conditions and other people’s perspectives more generally, benefit educational leaders in their work in guiding their staffs towards collaborative educational reforms? (3) Can the cultivation of emotional awareness and emotion regulation skills (e.g., non-reactivity) through mindfulness training help educators – from pre-service teachers to superintendents, to improve their interpersonal skills with students, families and community members? (4) In classroom settings, can the cultivation of mindfulness and compassion in teachers promote closer teacher-student relationships and greater student engagement in learning academic subjects like math? These are the timely and important pragmatic questions addressed theoretically, empirically, and practically in this volume.The collective chapters in this volume, drawn largely from the experience of practitioners working in the schools everyday, are characterized by qualitative and action research methods and phenomenological reports of educators as they embark on a process of professional development through mindfulness training. As such, the volume marks a significant contribution in terms of documenting the perspectives, challenges, and triumphs educators are currently experiencing as they engage with MBIs in education both within and beyond the mindfulness-training context. The book is an excellent read and an important one for all those interested in research on mindfulness in education today.

This book is the 8th Volume in the Research on Stress and Coping in Education Series. Mindfulness is gaining attention within many disciplines including education and the authors present original research and current theory for examining ways such practice can be used to improve school outcomes for students and strengthen supports for teachers and school leaders. The chapters are written to be useful for practitioners and pre-service educators by posing recommendations for those considering these strategies and techniques. Specific treatment is given to work of teachers, principals, and superintendents.Research is beginning to document the acceptability and efficacy of mindfulness-based interventions (MBIs) in the reduction of stress and burnout, and in the improvement of occupational health and well-being, among educators and school administrators. In this groundbreaking volume of the Research on Stress and Coping in Education series - Mindfulness for Educational Practice: A Path to Resilience for Challenging Work, educational researchers and practitioners advance the exploration of MBIs in educational settings by asking how they might contribute not only to stress reduction and resilience enhancement, but also to the improvement of relationships and the everyday practices of leadership, teaching and learning in the schools. Individual chapters in this volume focus on key questions in the field of study concerned with mindfulness in education today, including (1) What is the role of MBIs in enhancing emotional self-awareness and self-care in teachers, as well as their sense of efficacy and agency with regard to making broader educational changes? (2) Can mindfulness training; by enhancing attentiveness to counterfactual or novel information, as well as environmental conditions and other people’s perspectives more generally, benefit educational leaders in their work in guiding their staffs towards collaborative educational reforms? (3) Can the cultivation of emotional awareness and emotion regulation skills (e.g., non-reactivity) through mindfulness training help educators – from pre-service teachers to superintendents, to improve their interpersonal skills with students, families and community members? (4) In classroom settings, can the cultivation of mindfulness and compassion in teachers promote closer teacher-student relationships and greater student engagement in learning academic subjects like math? These are the timely and important pragmatic questions addressed theoretically, empirically, and practically in this volume.The collective chapters in this volume, drawn largely from the experience of practitioners working in the schools everyday, are characterized by qualitative and action research methods and phenomenological reports of educators as they embark on a process of professional development through mindfulness training. As such, the volume marks a significant contribution in terms of documenting the perspectives, challenges, and triumphs educators are currently experiencing as they engage with MBIs in education both within and beyond the mindfulness-training context. The book is an excellent read and an important one for all those interested in research on mindfulness in education today.

Stress and Coping of English Learners addresses the many ways that ELs face academic and socioemotional stress in the K–12 school environment, the consequences of this stress at school, how they cope with this stress, and how school personnel and families can provide support and help. While enrollment in school programs offers assistance to many ELs, it often fails to provide the socioemotional support that ELs need as they navigate the rough waters of schooling. American schooling is often not prepared and/or unwilling to help ELs as they adapt to an unfamiliar language, culture, social norms, communication techniques, and teachers' expectations. Given the proper foundation and emotional support, ELs will be positioned for greater academic success, comfort at school, and a decrease in their sense of alienation in both the school environment and at home as they try to negotiate between two cultural environments.

Stress and Coping of English Learners addresses the many ways that ELs face academic and socioemotional stress in the K–12 school environment, the consequences of this stress at school, how they cope with this stress, and how school personnel and families can provide support and help. While enrollment in school programs offers assistance to many ELs, it often fails to provide the socioemotional support that ELs need as they navigate the rough waters of schooling. American schooling is often not prepared and/or unwilling to help ELs as they adapt to an unfamiliar language, culture, social norms, communication techniques, and teachers' expectations. Given the proper foundation and emotional support, ELs will be positioned for greater academic success, comfort at school, and a decrease in their sense of alienation in both the school environment and at home as they try to negotiate between two cultural environments.

Educator Support and Sustainability brings together groundbreaking research on one of the most pressing challenges in contemporary education: how an increasingly diverse P–20 educator workforce experiences, navigates, and survives stress. As schools and universities evolve demographically, politically, and structurally, the emotional and psychological demands placed on educators—especially those from racially and culturally minoritized backgrounds—have never been more complex.This book illuminates the lived realities of teachers, leaders, psychologists, and faculty whose identities shape both their professional burdens and their coping strategies.Together, these chapters offer an unflinching look at the systemic forces shaping educator well-being—and the innovative, culturally grounded strategies educators use to persist. Educator Support and Sustainability is an essential resource for scholars, policymakers, and practitioners committed to building educational environments where all educators can thrive, not merely endure.

Educator Support and Sustainability brings together groundbreaking research on one of the most pressing challenges in contemporary education: how an increasingly diverse P–20 educator workforce experiences, navigates, and survives stress. As schools and universities evolve demographically, politically, and structurally, the emotional and psychological demands placed on educators—especially those from racially and culturally minoritized backgrounds—have never been more complex.This book illuminates the lived realities of teachers, leaders, psychologists, and faculty whose identities shape both their professional burdens and their coping strategies.Together, these chapters offer an unflinching look at the systemic forces shaping educator well-being—and the innovative, culturally grounded strategies educators use to persist. Educator Support and Sustainability is an essential resource for scholars, policymakers, and practitioners committed to building educational environments where all educators can thrive, not merely endure.

Across the educational landscape, women sustain schools through their teaching, leadership, and care—yet they remain underrepresented and undervalued in positions of formal power. Women in Educational Leadership Part 1 brings together nine evidence-based chapters that illuminate how gender, race, culture, and context shape women’s experiences from the classroom to the statehouse. Collectively, the authors argue that understanding—and transforming—the gendered conditions of educational work requires attention to emotional labor, time inequities, intersectional identity, and systemic reform.The research featured draws from interviews, surveys, reflective journals, and narrative analyses involving hundreds of women educators across the United States. The findings converge on one central claim: women’s leadership effectiveness and retention depend less on individual perseverance than on organizational cultures that honor belonging, mentorship, and well-being. By integrating theories of burnout, positive psychology, crisis management, and Black and Indigenous feminist thought, the book contributes a multi-lens framework for gender-responsive educational leadership.Intended for scholars, practitioners, and policymakers, Women in Educational Leadership Part 1 offers an empirically grounded and deeply human perspective on how to cultivate sustainable, inclusive systems of leadership. It challenges institutions to replace endurance with equity and to recognize the transformative power of women leading—with purpose, compassion, and strength.Along with Women in Educational Leadership Part 2 it challenges institutions to replace endurance with equity and to recognize the transformative power of women leading—with purpose, compassion, and strength.

Across the educational landscape, women sustain schools through their teaching, leadership, and care—yet they remain underrepresented and undervalued in positions of formal power. Women in Educational Leadership Part 1 brings together nine evidence-based chapters that illuminate how gender, race, culture, and context shape women’s experiences from the classroom to the statehouse. Collectively, the authors argue that understanding—and transforming—the gendered conditions of educational work requires attention to emotional labor, time inequities, intersectional identity, and systemic reform.The research featured draws from interviews, surveys, reflective journals, and narrative analyses involving hundreds of women educators across the United States. The findings converge on one central claim: women’s leadership effectiveness and retention depend less on individual perseverance than on organizational cultures that honor belonging, mentorship, and well-being. By integrating theories of burnout, positive psychology, crisis management, and Black and Indigenous feminist thought, the book contributes a multi-lens framework for gender-responsive educational leadership.Intended for scholars, practitioners, and policymakers, Women in Educational Leadership Part 1 offers an empirically grounded and deeply human perspective on how to cultivate sustainable, inclusive systems of leadership. It challenges institutions to replace endurance with equity and to recognize the transformative power of women leading—with purpose, compassion, and strength.Along with Women in Educational Leadership Part 2 it challenges institutions to replace endurance with equity and to recognize the transformative power of women leading—with purpose, compassion, and strength.

Women in Educational Leadership Part 2 highlights how Women in Higher Education Leadership face distinctive and often invisible burdens resulting from gendered expectations, systemic inequities, and the emotional labor inherent to their professional roles. Despite these pressures, women leaders demonstrate exceptional resilience, employing adaptive strategies that redefine leadership authenticity, well-being, and equity in academia.The chapters found in this book progress from analyzing systemic challenges to highlighting adaptive strategies, ultimately emphasizing wellness, inclusion, and transformative leadership within higher education. By employing multiple qualitative methodologies across multiple mediums, emergent themes of emotional labour and adaptive resilience are identified, and discussed in relation to personal experience, identity, and emotional regulation influence leadership efficacy, institutional climate, and organizational culture in higher education.Women in Educational Leadership Part 2 offers actionable insights that bridge feminist theory, organizational psychology, and educational leadership studies to be able to advance scholarship on gender equity, emotional intelligence, and well-being in professional leadership. It reveals how women transform emotional labor into a source of empowerment, develop innovative coping mechanisms, and advocate for systemic reform inside higher education institutions.Along with Women in Educational Leadership Part 1 it challenges institutions to replace endurance with equity and to recognize the transformative power of women leading—with purpose, compassion, and strength.

Women in Educational Leadership Part 2 highlights how Women in Higher Education Leadership face distinctive and often invisible burdens resulting from gendered expectations, systemic inequities, and the emotional labor inherent to their professional roles. Despite these pressures, women leaders demonstrate exceptional resilience, employing adaptive strategies that redefine leadership authenticity, well-being, and equity in academia.The chapters found in this book progress from analyzing systemic challenges to highlighting adaptive strategies, ultimately emphasizing wellness, inclusion, and transformative leadership within higher education. By employing multiple qualitative methodologies across multiple mediums, emergent themes of emotional labour and adaptive resilience are identified, and discussed in relation to personal experience, identity, and emotional regulation influence leadership efficacy, institutional climate, and organizational culture in higher education.Women in Educational Leadership Part 2 offers actionable insights that bridge feminist theory, organizational psychology, and educational leadership studies to be able to advance scholarship on gender equity, emotional intelligence, and well-being in professional leadership. It reveals how women transform emotional labor into a source of empowerment, develop innovative coping mechanisms, and advocate for systemic reform inside higher education institutions.Along with Women in Educational Leadership Part 1 it challenges institutions to replace endurance with equity and to recognize the transformative power of women leading—with purpose, compassion, and strength.

This series of Works on stress and coping is centered on understanding the sources, experiences, and consequences of stress and coping in the educational arena. In formal organizations to informal experiences, those engaged in educational endeavors shape and are shaped by events and interactions that invoke salient to subtle stress and coping responses. We invite authors to submit manuscripts that present studies focused on stress and/or coping in any of the contexts, positions, peoples, and activities encompassed under the umbrella of education. Research using either qualitative or quantitative methodologies will be acceptable. The series is expected to appeal to a broad readership of scholars in the fields of education, psychology, sociology, and business who are interested in understanding the nature of stress and coping in education.

This series of Works on stress and coping is centered on understanding the sources, experiences, and consequences of stress and coping in the educational arena. In formal organizations to informal experiences, those engaged in educational endeavors shape and are shaped by events and interactions that invoke salient to subtle stress and coping responses. We invite authors to submit manuscripts that present studies focused on stress and/or coping in any of the contexts, positions, peoples, and activities encompassed under the umbrella of education. Research using either qualitative or quantitative methodologies will be acceptable. The series is expected to appeal to a broad readership of scholars in the fields of education, psychology, sociology, and business who are interested in understanding the nature of stress and coping in education.

This monograph aims to uncover value-belief-systems underlying dominant narratives in modern IHEs, impacting the lives of many multidimensional adult learners. To do so, Eurocentrism and neoliberalism are used to analyze the socio-cultural political movements of the U.S. and its influence on higher education trends. Then, models of adult consciousness and transformative approaches to adult learning are introduced to problematize dominant narratives and make the case for more complex epistemologies. With critical contemplation, acts of compassion for interdependence, self-compassion for intentionality, authentic relationships for political consciousness, listening for non-duality, and mindfulness for impermanence (CALM) are introduced as ways to emphasize self-transformation and self-actualization. CALM practice is just one way to join others in the social justice work of wholeness and humanity to better support multidimensional adult learners.Along with this understanding comes the potential to disrupt dominant narratives with a moral stance, honoring innate human value and the diverse human condition. The future of institutions of higher education must be guided by a moral position in the name of healing and wellness. Together, we can transform higher education so that institutions are a place where adult learners create the conditions of freedom to actualize the right to self-worth, the liberty to connect with others, and the pursuit of personal fulfillment, honoring this nations guiding principles of life, liberty, and happiness.

This monograph aims to uncover value-belief-systems underlying dominant narratives in modern IHEs, impacting the lives of many multidimensional adult learners. To do so, Eurocentrism and neoliberalism are used to analyze the socio-cultural political movements of the U.S. and its influence on higher education trends. Then, models of adult consciousness and transformative approaches to adult learning are introduced to problematize dominant narratives and make the case for more complex epistemologies. With critical contemplation, acts of compassion for interdependence, self-compassion for intentionality, authentic relationships for political consciousness, listening for non-duality, and mindfulness for impermanence (CALM) are introduced as ways to emphasize self-transformation and self-actualization. CALM practice is just one way to join others in the social justice work of wholeness and humanity to better support multidimensional adult learners.Along with this understanding comes the potential to disrupt dominant narratives with a moral stance, honoring innate human value and the diverse human condition. The future of institutions of higher education must be guided by a moral position in the name of healing and wellness. Together, we can transform higher education so that institutions are a place where adult learners create the conditions of freedom to actualize the right to self-worth, the liberty to connect with others, and the pursuit of personal fulfillment, honoring this nations guiding principles of life, liberty, and happiness.

This volume informs our understanding of how educational settings can respond to the challenges of the COVID-19 pandemic and beyond. Teaching has always been a challenging profession but the pandemic has added unprecedented levels of demands. Much of what we know about stress and trauma in education predates the COVID-19 pandemic.As the pandemic recedes, it seems likely that recruiting and retaining teachers, always a challenge, will become even more difficult. This could not be worse for students, who face steep losses in their academic and socio-emotional progress after more than two years of pandemic-impacted schooling. The silver lining is that scholars who study the occupational health have spent the past several years studying the effect of the pandemic on teachers, which led us to edit this volume to collected what is known and have these experts explain how we can better support teachers in the future.This book documents the many impacts of the pandemic on the teaching profession, but also leverages research to chart a path forward. Part I examines the contours of stress, with a particular emphasis on COVID-19 impacts. These contributions range from parents’ achievement worries to compassion fatigue, and, more optimistically, how teachers cope. Part II examines pandemic impacts on pre-school teachers, in both the U.S. and in Australia. Given the social distancing in place during the pandemic, pre-school students and their teachers were under unique demands, as there is no substitute for the personal connection critical at that age. It is likely that students entering elementary school in the next few years will have work to do in their social skills. Part III focuses on mentoring and stress during the pandemic. Mentoring is an important part of teacher’s professional development, but the pandemic scrambled traditional forms of mentoring as all teachers were thrown into unfamiliar online technology. The final section of this book, Part IV, includes links between teacher stress and trauma during the pandemic. Clearly, with the ongoing nature of the pandemic, it is easy to see how trauma is likely to manifest in years to come.Readers of this book will better understand teacher demands, as well as the resources teachers will need going forward. Teachers made heroic efforts during the pandemic to help their students both academically and personally. We owe to them to learn from research during the pandemic that points to the way to a healthier occupational future.

This volume informs our understanding of how educational settings can respond to the challenges of the COVID-19 pandemic and beyond. Teaching has always been a challenging profession but the pandemic has added unprecedented levels of demands. Much of what we know about stress and trauma in education predates the COVID-19 pandemic.As the pandemic recedes, it seems likely that recruiting and retaining teachers, always a challenge, will become even more difficult. This could not be worse for students, who face steep losses in their academic and socio-emotional progress after more than two years of pandemic-impacted schooling. The silver lining is that scholars who study the occupational health have spent the past several years studying the effect of the pandemic on teachers, which led us to edit this volume to collected what is known and have these experts explain how we can better support teachers in the future.This book documents the many impacts of the pandemic on the teaching profession, but also leverages research to chart a path forward. Part I examines the contours of stress, with a particular emphasis on COVID-19 impacts. These contributions range from parents’ achievement worries to compassion fatigue, and, more optimistically, how teachers cope. Part II examines pandemic impacts on pre-school teachers, in both the U.S. and in Australia. Given the social distancing in place during the pandemic, pre-school students and their teachers were under unique demands, as there is no substitute for the personal connection critical at that age. It is likely that students entering elementary school in the next few years will have work to do in their social skills. Part III focuses on mentoring and stress during the pandemic. Mentoring is an important part of teacher’s professional development, but the pandemic scrambled traditional forms of mentoring as all teachers were thrown into unfamiliar online technology. The final section of this book, Part IV, includes links between teacher stress and trauma during the pandemic. Clearly, with the ongoing nature of the pandemic, it is easy to see how trauma is likely to manifest in years to come.Readers of this book will better understand teacher demands, as well as the resources teachers will need going forward. Teachers made heroic efforts during the pandemic to help their students both academically and personally. We owe to them to learn from research during the pandemic that points to the way to a healthier occupational future.

This volume informs our understanding of how college settings can respond to the challenges of the COVID-19 pandemic and beyond. The college years are often a stressful time for students, but the pandemic has added unprecedented levels of demands. Much of what we know about stress and trauma in education predates the COVID-19 pandemic. Readers of this book will better understand the demands of the pandemic, as well as the resources college will need going forward.As the pandemic recedes, it seems likely that promoting student health, always a challenge, will become even more difficult. Students faced steep losses in their academic and socio-emotional progress after more than two years of pandemic-impacted schooling. The silver lining is that scholars who study the occupational health have spent the past several years studying the effect of the pandemic on college students, which led us to edit this volume to collected what is known and have these experts explain how we can better support students in the future.