Search

The well-being and mental health of kindergarten through grade 12 (K-12) public school teachers has been a topic of national concern during the coronavirus disease 2019 (COVID-19) pandemic. In 2021 and 2022, teachers were twice as likely to report experiencing frequent job-related stress and difficulty coping with their job-related stress than the general population of working adults. Restoring teacher well-being could improve job performance and job satisfaction and boost retention for teachers of all backgrounds. Recent media reports suggest that many districts and schools across the country are implementing new programs-or expanding existing offerings-intended to reduce teacher stress and burnout and promote well-being and retention. This Data Note presents selected findings from the 2023 State of the American Teacher survey related to teacher well-being, the availability of mental health and well-being supports, and teachers' intentions to leave their current teaching jobs. The findings in this Data Note are descriptive and intended to inform federal, state, and local education leaders and policymakers about the state of the teacher workforce.

This report offers recommendations for how Phillips Academy Andover, an independent boarding school in Massachusetts, can update its processes for departmental review and teacher review to develop a more coherent instructional system.

Social and emotional learning (SEL) is the process through which students develop such interpersonal and intrapersonal competencies as teamwork, social awareness, self-regulation, and emotional awareness. Although schools in the United States have always addressed these competencies, in recent years, the availability of resources to address SEL has expanded, and educators are increasingly adopting SEL-focused curricula, practices, and assessments in their classrooms and schools. This report presents findings from nationally representative samples of teachers and principals surveyed for the RAND Corporation's web-based American Educator Panels; these educators responded to questions addressing their beliefs about the importance and value of SEL in schools, their approaches to promoting and measuring SEL, and their opinions regarding supports for improving SEL. The findings should be useful to developers of SEL-related resources such as curricula, assessments, and training programs, and to researchers, policymakers, and practitioners who are interested in understanding what kinds of supports and resources educators need.

As a healer and a seeker of truth, Dr. Anne Elizabeth has been searching for the origins of consciousness, thinking, and spiritual connection throughout her lifetime. She has explored many philosophies and found the work of Rudolf Steiner; a most comprehensive diamondmind view of our relationship to the cosmos and ourselves. She has experienced many spiritual contacts as well as spiritual pilgrimages to England, France and Spain following the path of Mary, the mother of Jesus and Mary Magdalene and continues her quest for spiritual sovereignty in connection with her Future Self and the support of the Marconics Chronos Guild. Through the many spiritual pathways explored, Dr. Elizabeth has found the work of Rudolf Steiner and anthroposophy to hold a deep global and comprehensive perspective of the connections between our earth, our planet and the ways in which we are infl uenced by the planetary system in which we live. Beyond this matrix, Dr. Elizabeth discovered the Marconics Chronos Guild which facilitated her healing and ascension process with her Future Self into enduring grace multidimensionality.

RAND Corporation, in partnership with the American Institutes for Research, evaluated implementation of key elements of the Intensive Partnerships for Effective Teaching in three public school districts and four charter management organizations.

Although well-being appears to have improved for many public school teachers of kindergarten to grade 12 (K-12) since the beginning of the coronavirus disease 2019 pandemic, in some states, more teachers left their jobs at the end of the 2021-2022 school year than in the two previous school years and at rates higher than prepandemic averages. When teachers leave their jobs, student achievement can suffer, and the cost of replacing teachers can be high. The authors describe the roles that salary and work hours play in teachers' intentions to leave their jobs and how these factors relate to teacher well-being. The research indicates that teacher dissatisfaction with hours worked, salary, and working conditions appears to drive poor well-being and lead teachers to consider leaving their jobs. In addition, recent gains in racial and ethnic diversity in the teacher workforce could be in jeopardy because Black teachers were more likely to consider leaving their jobs than White teachers were; many cited low pay as their top reason. The authors recommend increasing teacher pay, reducing hours worked, and improving working conditions to boost teacher retention.

Recent shifts in education policy have emphasized expanding definitions of student success beyond high scores on standardized tests. Massachusetts is one of a growing number of U.S. states that have articulated social and emotional learning (SEL) competencies, standards, or policies that encourage adoption and implementation of SEL programs and practices in districts and schools. This report presents American Teacher Panel survey results on teachers' perspectives about social and emotional learning. It analyzes results from teachers in Massachusetts and how they compare to their peers in the rest of the nation on three topics: (1) teachers' opinions about SEL, (2) their approaches to promoting students' social and emotional development, (3) and their perceptions of supports that would help them do this more effectively. Like their peers in the nation, large majorities of Massachusetts teachers recognize the importance of SEL and believe it can have an effect other domains of student development. Massachusetts teachers also reported a greater use of some SEL programs and less use of schoolwide behavioral management systems compared to teachers in the rest of the nation. Most Massachusetts teachers expressed an interest in more support in integrating SEL into instruction. The report discusses the need for future research on how the Massachusetts state policy context could affect the views Massachusetts teachers on SEL.

The standard reference in the field, this acclaimed work synthesizes findings from hundreds of carefully selected studies of mental health treatments for children and adolescents. Chapters on frequently encountered clinical problems systematically review the available data, identify gaps in what is known, and spell out recommendations for evidence-based practice. The authors draw on extensive clinical experience as well as research expertise. Showcasing the most effective psychosocial and pharmacological interventions for young patients, they also address challenges in translating research into real-world clinical practice. New to This Edition *Incorporates over a decade of research advances and evolving models of evidence-based care. *New chapter topic: child maltreatment. *Separate chapters on self-injurious behavior, eating disorders, and substance use disorders (previously covered in a single chapter on self-harming disorders). *Expanded chapters on depression, anxiety, and conduct disorder. *Includes reviews of the burgeoning range of manualized psychosocial "treatment packages" for children.

Essentials of Human Behavior combines Elizabeth D. Hutchison’s two best-selling Dimensions of Human Behavior volumes into a single streamlined volume for understanding human behavior. The text presents a multidimensional framework integrating person, environment, and time to show students the dynamic, changing nature of person-in-environment. In this Third Edition, Hutchison is joined by new co-author Leanne Wood Charlesworth, who uses her practice and teaching experience to help organize the book’s cutting-edge research and bring it into the classroom. The text will thoroughly support students′ understanding of human behavior theories and research and their applications to social work engagement, assessment, intervention, and evaluation across all levels of practice. This title is accompanied by a complete teaching and learning package.