The Role of Teachers in Mitigating Student Stress to Progress Learning

Autor/inn/en	Willis, Alison; Grainger, Peter; Menzies, Stephanie; Dwyer, Rachael; Simon, Sue; Thiele, Catherine
Titel	The Role of Teachers in Mitigating Student Stress to Progress Learning
Quelle	In: Australian Journal of Education, 65 (2021) 2, S.122-138 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Willis, Alison)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9441
DOI	10.1177/0004944120982756
Schlagwörter	Elementary School Teachers; Secondary School Teachers; Teacher Student Relationship; Teacher Role; Trust (Psychology); Stress Variables; Stress Management; Academic Achievement; Anxiety; Well Being; Mental Health; Expectation; Parent Influence; Trauma; Socioeconomic Status; Perspective Taking; Story Telling; National Competency Tests; Foreign Countries; Australia; National Assessment Program Literacy and Numeracy + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerrolle; Stressmanagement; Stressbewältigung; Schulleistung; Angst; Well-being; Wellness; Wohlbefinden; Psychohygiene; Expectancy; Erwartung; Socio-economic status; Sozioökonomischer Status; Zukunftsperspektive; Ausland; Australien
Abstract	Many Australian young people experience mental health concerns, academic and study-related stresses, and socio-economic pressures. Phenomenological research conducted among primary and secondary schoolteachers in four Australian states investigated how teachers manage student wellbeing concerns and academic pressures and stresses. Findings identify key stresses that affect students' performance and how teachers respond to these stresses to progress student learning. Creating space, finding margin, mitigating and reducing pressures and stresses, while upholding academic rigour, are the salient capabilities described by teachers in this study for simultaneously managing student wellbeing concerns and academic performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01