Socially Distanced Teaching: The Mental Health Impact of the COVID-19 Pandemic on Special Education Teachers

Autor/inn/en	Cormier, Christopher J.; McGrew, John; Ruble, Lisa; Fischer, Melanie
Titel	Socially Distanced Teaching: The Mental Health Impact of the COVID-19 Pandemic on Special Education Teachers
Quelle	50 (2022), S.1768-1772 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Cormier, Christopher J.) ORCID (McGrew, John) ORCID (Ruble, Lisa) ORCID (Fischer, Melanie) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Special Education Teachers; COVID-19; Pandemics; Mental Health; Anxiety Disorders; Depression (Psychology); Emotional Response; Fatigue (Biology); Burnout; Race; Ethnicity; Sex; Measures (Individuals); Racial Differences; Maslach Burnout Inventory + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Psychohygiene; Emotionales Verhalten; Fatigue; Ermüdung; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; Rasse; Abstammung; Ethnizität; Geschlecht; Geschlechtsverkehr; Messdaten; Rassenunterschied
Abstract	Little is known about the impact of the COVID-19 pandemic on special education teachers. Of 468 surveyed across the United States, 38.4% met clinical criteria for generalized anxiety disorder, a rate 12.4 times greater than the U.S. population, and 37.6% for major depressive disorder, a rate 5.6 times greater than the population. Race/ethnicity, gender, or school funding was not related to mental health. The impact of the pandemic was moderate to extreme on stress (91%), depression (58%), anxiety (76%), and emotional exhaustion (83%). (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01