Introduction
Teaching is one of the most stressful professions, with disruptive student behaviors being a significant contributor to this stress. A recent study titled Understanding Factors that Moderate the Relationship Between Student ADHD Behaviors and Teacher Stress explores the relationship between student ADHD symptoms and teacher stress. This blog aims to help practitioners improve their skills by implementing the research outcomes or encouraging further research.
Key Findings
The study found that teachers report students with elevated levels of ADHD symptoms to be more stressful to work with than students who do not exhibit these symptoms. Additionally, the study identified two key factors that moderate this relationship:
- Overall work-related stress
- Student-teacher relationship quality
Implementing Research Findings
1. Reducing Overall Work-Related Stress
Overall work-related stress exacerbates the relationship between student ADHD symptoms and teacher stress. To mitigate this, schools and practitioners can implement stress-reduction interventions. A systematic review by von der Embse et al. (2019) found that interventions rooted in cognitive-behavioral strategies are effective in reducing teacher stress. Schools can provide professional development focused on stress management techniques such as mindfulness, time management, and cognitive restructuring.
2. Improving Student-Teacher Relationship Quality
Closeness and conflict in the student-teacher relationship significantly impact teacher stress. Closeness in the relationship can mitigate stress, while conflict exacerbates it. Interventions aimed at improving student-teacher relationships can be beneficial. Programs like the Establish-Maintain-Restore (EMR) method and Best in Class (CLASS) have shown effectiveness in improving these relationships.
Practitioners can encourage teachers to engage in professional development that focuses on relationship-building strategies. Techniques such as active listening, empathy training, and positive reinforcement can foster closer and less conflictual relationships with students.
Encouraging Further Research
While the study provides valuable insights, further research is needed to explore additional moderating factors such as school resources, community socioeconomic status, and the impact of COVID-19-related stress. Future studies should also consider using multiple informants and methodologies to validate findings.
Conclusion
Understanding the factors that moderate the relationship between student ADHD behaviors and teacher stress can inform interventions to improve outcomes for teachers and students. By reducing overall work-related stress and improving student-teacher relationships, practitioners can help create a more supportive and effective learning environment.
To read the original research paper, please follow this link: Understanding Factors that Moderate the Relationship Between Student ADHD Behaviors and Teacher Stress.
