The role of teachers in mitigating student stress to progress learning. Issue 2 (August 2021)

• Record Type: Journal Article
• Authors: Willis, Alison; Grainger, Peter; Menzies, Stephanie; Dwyer, Rachael; Simon, Sue; Thiele, Catherine
• Is Part Of: Australian journal of education. Volume 65:Issue 2(2021)
• Page Start: 122
• Page End: 138
• Publication Date: 2021-08
• Subjects: Student wellbeing -- student welfare -- academic stress -- academic anxiety -- student stress -- teachers -- mediated learning; Education -- Australia -- Periodicals; Education -- Periodicals; 370.994
• DOI: 10.1177/0004944120982756
• Languages: English
• ISSNs: 0004-9441

Abstract

Many Australian young people experience mental health concerns, academic and study-related stresses, and socio-economic pressures. Phenomenological research conducted among primary and secondary schoolteachers in four Australian states investigated how teachers manage student wellbeing concerns and academic pressures and stresses. Findings identify key stresses that affect students' performance and how teachers respond to these stresses to progress student learning. Creating space, finding margin, mitigating and reducing pressures and stresses, while upholding academic rigour, are the salient capabilities described by teachers in this study for simultaneously managing student wellbeing concerns and academic performance.