Risk for Mental Health Distress Among PreK‐12 Teachers During the COVID‐19 Pandemic DOI Open Access
Andrew J. Smith, Alicia L. Johnson, Yasuo Miyazaki

et al.

Psychology in the Schools, Journal Year: 2025, Volume and Issue: unknown

Published: March 5, 2025

ABSTRACT Throughout the COVID‐19 pandemic, teachers risked their physical and mental health to continue providing educational services students. This study examined prevalence of distress risk factors among a sample from mid‐Atlantic United States. PreK‐12 educators ( N = 1295) completed online cross‐sectional quantitative surveys between October 2020 January 2021. After obtaining descriptive statistics on rates posttraumatic stress, depression, anxiety, risky alcohol use, insufficient sleep, logistic regressions were conducted examine for screening positive clinically meaningful distress. The majority respondents (65%) screened significant at least one condition, with specific as follows: traumatic stress (51%), depression (36%), anxiety (50%), use (34%), sleep (56%). Teachers (vs. other school personnel) had significantly higher chance positive. Greater chances was also associated having an immunocompromising medical teaching remotely, working more hours, being younger, female, and/or racial ethnic minoritized‐identifying educator. K‐12 high distress, increased by in educational, demographic, dimensions that have implications policy intervention.

Language: Английский

Addressing Moral Distress and Moral Injury in Healthcare: Implications for Workforce Well-Being and Systemic Change DOI
David S. Reis, Jason Lesandrini

Journal of Radiology Nursing, Journal Year: 2025, Volume and Issue: unknown

Published: Jan. 1, 2025

Language: Английский

Citations

0
Strengthening the Health care Workforce in a Rural Setting Through Improving Human Experience DOI
Brant J. Oliver,

Pamela Duchene,

Adam J. Mann

et al.

Nurse Leader, Journal Year: 2025, Volume and Issue: unknown

Published: March 1, 2025

Language: Английский

Citations

0
Burnout and stress: new insights and interventions DOI Creative Commons
Yi‐lang Tang, Antonino Raffone, Samuel Yeung Shan Wong

et al.

Scientific Reports, Journal Year: 2025, Volume and Issue: 15(1)

Published: March 11, 2025

Burnout, characterized by emotional exhaustion, depersonalization, and reduced personal accomplishment, has become increasingly prevalent in modern society, particularly among healthcare professionals. The chronic stress experienced these demanding roles significantly contributes to the development of burnout. This editorial reviews recent research findings on burnout stress, focusing from Scientific Reports' Collection topic. We explore role both systemic factors individual vulnerabilities contributing across various contexts, settings academia. Recent studies highlight protective psychological such as optimism, humor, resilience mitigating burnout, while also emphasizing how hope self-efficacy can mediate relationship between professional Moral injury inefficiencies faced professionals were exacerbated during COVID-19 pandemic. Analysis cognitive-behavioral stress-management competencies reveals that proactive approaches, planning prevention, are more effective than reactive methods managing stress. evidence suggests interventions must address issues (such excessive workloads resource constraints) (through resilience-building training). A holistic approach combining institutional support with empowerment strategies is essential for enhancing collective well-being settings.

Language: Английский

Citations

0
Risk for Mental Health Distress Among PreK‐12 Teachers During the COVID‐19 Pandemic DOI Open Access
Andrew J. Smith, Alicia L. Johnson, Yasuo Miyazaki

et al.

Psychology in the Schools, Journal Year: 2025, Volume and Issue: unknown

Published: March 5, 2025

ABSTRACT Throughout the COVID‐19 pandemic, teachers risked their physical and mental health to continue providing educational services students. This study examined prevalence of distress risk factors among a sample from mid‐Atlantic United States. PreK‐12 educators ( N = 1295) completed online cross‐sectional quantitative surveys between October 2020 January 2021. After obtaining descriptive statistics on rates posttraumatic stress, depression, anxiety, risky alcohol use, insufficient sleep, logistic regressions were conducted examine for screening positive clinically meaningful distress. The majority respondents (65%) screened significant at least one condition, with specific as follows: traumatic stress (51%), depression (36%), anxiety (50%), use (34%), sleep (56%). Teachers (vs. other school personnel) had significantly higher chance positive. Greater chances was also associated having an immunocompromising medical teaching remotely, working more hours, being younger, female, and/or racial ethnic minoritized‐identifying educator. K‐12 high distress, increased by in educational, demographic, dimensions that have implications policy intervention.

Language: Английский

Citations

0