State Talida M, Ouellette Rachel R, Zaheer Imad, Zahn Miranda R
Department of Teaching and Learning, Montclair State University.
Department of Psychiatry, Yale University School of Medicine.
Sch Psychol. 2024 May;39(3):243-255. doi: 10.1037/spq0000567. Epub 2023 Aug 10.
The COVID-19 pandemic has amplified preexisting challenges for educators as manifested in high rates of work-related stress and burnout, and educators leaving the profession in higher numbers than ever before. In this article, we highlight the urgency for work-related well-being supports for educators, with a particular focus on system changes. Individual self-care is necessary, yet insufficient. To this end, we recommend the use of a multitiered system of support framework to promote a supportive and balanced work environment for all educators, tailored to local needs. We provide a rationale for the use of a tiered model and give specific recommendations for implementation and sustainability of a continuum of supports for school-wide educator well-being. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
新冠疫情加剧了教育工作者先前面临的挑战，表现为与工作相关的高压力和职业倦怠率，以及离开该职业的教育工作者人数比以往任何时候都多。在本文中，我们强调了为教育工作者提供与工作相关的幸福感支持的紧迫性，特别关注系统变革。个人自我关怀是必要的，但还不够。为此，我们建议使用多层次支持框架系统，为所有教育工作者营造一个支持性和平衡性的工作环境，并根据当地需求进行调整。我们为使用分层模式提供了理论依据，并就为全校教育工作者的幸福感提供持续支持的实施和可持续性提出了具体建议。（PsycInfo数据库记录（c）2024美国心理学会，保留所有权利）
