A review of the existing evidence base for the impact of stress, burnout, depression and anxiety on the mental health and wellbeing of teachers and education staff and their students.
Research / 1 mins read
We commissioned CooperGibson Research to explore the existing evidence base for the impact of stress, burnout, depression and anxiety on the mental health and wellbeing of the teaching profession, and on learner outcomes.
Some clear themes emerged which are worthy of attention and further research.
- The evidence suggests that if a teacher experiences stress and/or burnout they are more likely to have:
- mental and physical ill health;
- less job satisfaction; and
- intentions to leave their job and/or the teaching profession
- There is some limited evidence to suggest that if a teacher experiences anxiety they are at increased risk of absenteeism and having intentions of leaving their job and/or the teaching profession.
- There is evidence to suggest that teachers with depression are at increased risk of presenteeism, absenteeism and feeling dissatisﬁed with work.
- There is some evidence to show an association between teacher stress, burnout, depression and/or anxiety with poorer learner academic achievement and learner engagement (including concentration, satisfaction rates, motivation and behaviour). There is, however, less evidence linking it to learner wellbeing.
- There is a lack of research generally about the impact of stress, burnout, anxiety and depression. In addition, there is a limited variety of research designs investigating the field and a multitude of ways in which mental health is measured.