The Experience of COVID-19 and Its Impact on Teachers’ Mental Health, Coping, and Teaching

Abstract

The COVID-19 pandemic has placed significant demands on teachers. The current study uses needs assessment data gathered from 454 New Orleans charter school teachers (81% women; 55% Black; 73% regular education) during the first months of the pandemic. On average, teachers experienced seven stressors (out of 18 surveyed) and four protective factors (out of six surveyed). Teachers who experienced more stressors reported worse mental health and found it harder to cope and teach. Experiencing more protective factors was associated with finding it easier to cope and teach. In comparison to White teachers, Black teachers reported better mental health, more protective factors, less of a negative impact of stressors, and more of a positive impact of protective factors. Lack of connection and online teaching challenges were the most difficult aspects of teaching during the pandemic; support from coworkers and administrators were the most helpful. Recommendations to support teachers are discussed.

Impact Statement

Teachers experienced considerable stress as a result of the COVID-19 pandemic, which was related to poorer mental health, coping, and teaching. At the same time, teachers reported resiliencies, which were related to better coping and teaching. Supporting teachers’ well-being is critical to prevent significant adverse consequences for teachers, their students, and the education system as a whole.

Supplemental data for this article is available online at http://dx.doi.org/10.1080/2372966X.2020.1855473.

Keywords:

• COVID-19 pandemic
• teachers
• stressors
• protective factors
• mental health

Associate Editor:

• Pamela Fenning

DISCLOSURE

The authors have no conflicts of interest to report.

Additional information

Funding

This work was supported by the United Way of Southeast Louisiana.

Notes on contributors

Courtney N. Baker

Courtney N. Baker, PhD, is an Associate Professor of Psychology, the Director of the Tulane University School Psychology doctoral program, and a member of the New Orleans Trauma-Informed Schools Learning Collaborative.

Haley Peele

Haley Peele, MA, MS, is a doctoral student in School Psychology at Tulane University.

Monica Daniels

Monica Daniels, MS, MHS, is a doctoral student in School Psychology at Tulane University.

Megan Saybe

Megan Saybe, MS, MAT, is a doctoral student in School Psychology at Tulane University.

Kathleen Whalen

Kathleen Whalen, MEd, MSW, is an Adjunct Professor of Social Work at Tulane University and a member of the New Orleans Trauma-Informed Schools Learning Collaborative.

Stacy Overstreet

Stacy Overstreet, PhD, is a Professor of Psychology, the former Director of the Tulane University School Psychology doctoral program, and a member of the New Orleans Trauma-Informed Schools Learning Collaborative.

Trauma-Informed Schools Learning Collaborative The New Orleans

The New Orleans Trauma-Informed Schools Learning Collaborative, is a group of community leaders spanning community-based mental health, education, psychology, public health, and social work and committed to the implementation and evaluation of trauma-informed schools in New Orleans and nationally.