Mental Health and Subjective Well-Being of Staff in a Secondary School for Adolescents with Severe and Profound Multiple Learning Difficulties

Autor/inn/en	Black, Natalie; Halstead, Elizabeth
Titel	Mental Health and Subjective Well-Being of Staff in a Secondary School for Adolescents with Severe and Profound Multiple Learning Difficulties
Quelle	In: British Journal of Special Education, 48 (2021) 4, S.477-496 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
DOI	10.1111/1467-8578.12389
Schlagwörter	Severe Intellectual Disability; Special Schools; Mental Health; Well Being; School Personnel; Adolescents; Anxiety; Resilience (Psychology); Special Education Teachers; Teacher Aides; Students with Disabilities; Foreign Countries; United Kingdom (London); Satisfaction With Life Scale + Suchen Sie Ihr Suchwort? Special school; Sonderschule; Psychohygiene; Well-being; Wellness; Wohlbefinden; Schulpersonal; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Angst; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Handreichung; Lehrerhilfe; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Ausland
Abstract	The main purpose of this study was to explore the mental health and subjective well-being of staff working with adolescents with severe and profound multiple learning difficulties. The participants were 19 teachers and 25 teaching assistants working in an inner London, local authority, specialist day provision. A demographic questionnaire, the Hospital Anxiety and Depression Scale, the Connor-Davidson Resilience Scale, the Positive Affect Scale, and the Satisfaction with Life Scale were used as data collection tools. The inferential statistical tools used were t-tests and correlational analyses. The study brought to light a high number of borderline and abnormal anxiety scores among all staff. The study also found a significant difference in the resilience scores of teachers and teaching assistants, with teaching assistants scoring higher on the resilience scale. The results, alongside findings from previous research, call for better mental health support for teachers and staff working in the field of special educational needs and disabilities. The study highlights the emotional toll on educators, and the need for mitigation strategies that promote good mental health outcomes for both teachers and students. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01