Alarming rates of mental health issues among teachers highlight the need for attention, especially during extraordinary circumstances. This PhD thesis of Birte Klusmann investigates teachers’ mental health and adaptation in highly stressful contexts, focusing on teaching during the COVID-19 pandemic and at urban schools in low-income neighborhoods with high unemployment and crime rates. Recognizing individual differences in teachers' adaptive processes, this research examines stress, vulnerability, strengths, and resilience.
A needs assessment (Chapter 2) analyzed 1,115 open-ended responses from Dutch teachers during the 2020 lockdown. Teachers identified challenges in three domains: work-life balance (e.g., juggling responsibilities), teaching and student interaction, and school management. Results align with theories like Self-Determination Theory and the Job Demands-Resources model, offering insights for targeted interventions.
A longitudinal study (Chapter 3) with 353 teachers tracked mental health over three months. Four mental health trajectories emerged: good (38%), very good (16%), moderate (32%), and persistent poor (14%). Psychological factors, such as coping flexibility, mindfulness, and self-compassion, played key roles in differentiating these groups.
Chapter 4 explored posttraumatic growth (PTG) and depreciation (PTD) using cluster analysis. Among 1,115 teachers, 66% reported no PTG/PTD, 15% showed PTG only, 11% PTD only, and 8% both. Positive changes included Relating to Others and Personal Strength, while PTD reflected relational distancing.
Finally, a mindfulness intervention (Chapter 5) involving 64 Baltimore teachers improved classroom management, mindfulness, and stress reduction. Teachers implemented pre-recorded practices, demonstrating feasibility and benefits for classroom environments.
In summary, a personalized approach is essential to understand teachers’ diverse experiences and design effective, supportive interventions.
