Teacher Stress and Health
Effects on Teachers, Students, and Schools
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This research brief examines the sources and effects of teacher stress, highlights programs and policies that can reduce teacher stress and improve teacher well-being and performance, and recommends next generation research, real-world policies, and systematic, sustainable practices that can build and sustain a culture of health for teachers in U.S. schools.
This issue brief, created by the Pennsylvania State University with support from the Robert Wood Johnson Foundation, is one of a series of briefs addressing the need for research, practice, and policy on social and emotional learning (SEL). SEL is defined as the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.