Stress, Burnout and Workload in Teachers of Children with Special Educational Needs

Whilst stress in teaching has received much attention in recent years, for teachers of children with special educational needs (SEN) specific stress-related research is relatively rare. This study sought to address this issue by investigating stress, burnout and workload in teachers of children with special educational needs. A postal questionnaire was sent to 56 ordinary schools and eight schools for children with moderate learning difficulties (MLD), eight for children with severe learning difficulties (SLD) and eight for children with emotional and behavioural difficulties (EBD). The schools were situated in inner city, urban and rural areas in the south-east of England. A total of 221 teachers responded. Results indicated that, whilst generalised claims for burnout may not be justified, within all three special school settings there was evidence of a high level of emotional exhaustion as measured by the education version of the Maslach Burnout Inventory (MBI). In addition, all groups were subject to long hours of work, and work overload was high for ordinary school SEN teachers and teachers working in MLD and SLD settings. Reference to sources of intense stress indicated some differences according to setting but generally implicated workload and challenging behaviour. The conclusions are that further research into stress and burnout of SEN teachers is required if effective coping and preventative strategies are to be designed.     

Connecting initial teacher education and continuing professional learning through action research and action learning

This paper reflects our commitments as teacher educators to develop the skills, knowledge and interests amongst ‘nearly qualified teachers’ to establish action learning as an integral part of their professional practice. We outline the development of an undergraduate unit that is endeavouring to achieve this at Edith Cowan University, Western Australia. Key principles and characteristics of action research and action learning are used as a framework for critical reflection on the unit. Attempting to provide learning experiences that adhere to these principles within the context of initial teacher education courses is identified as a challenging process. Planned developments in which we seek to enhance the extent to which teacher education can be seen to embrace and promote action research and action learning are discussed.     

Reading and study skills and the distance learner

This article draws on the extensive research and literature available on reading and study skills in North America. The scope of the topic means little recognition is given to recent northern European research. Nevertheless the article gives a profile of the field, — fundamental to correspondence education — and describes the ‘state of the art’ and its relevance to distance education.     

The relative influence of childhood sexual abuse and other family background risk factors on adult adversities in female outpatients treated for anxiety disorders and depression

OBJECTIVE: This study from Norway examines the relative influence of child sexual abuse (CSA) and family background risk factors (FBRF) on the risk for current mental disorders and the quality of current intimate relationships in women with CSA treated for anxiety disorders and/or depression. Women with these disorders frequently seek treatment, and the place of CSA in therapy is still under debate. METHOD: 112 women, who were treated with outpatient psychotherapy by female therapists for anxiety disorders and/or depression were included. CSA had been admitted at the start of treatment start in 56 women, while no CSA was admitted among the 56 women of the comparison group. Systematic and detailed retrospective information about childhood as well as data on current functioning and current mental disorders were collected by questionnaires and structured interviews done by an independent female psychiatrist. RESULTS: The women of the CSA group reported significantly more FBRF than the comparisons. CSA increased the risk for posttraumatic stress disorder (PTSD), non-suicidal self-inflicted harm, and rape after 16 years. Major depression, dysthymia, and their comorbidity were not associated with CSA. The five indicators of quality of current intimate relationship were not associated with CSA. CONCLUSIONS: Women with CSA who have been treated for anxiety disorders and/or depression, also frequently have been exposed to FBRF. Increased risk for PTSD, self-inflicted harm before therapy, and rape after 16 years of age was influenced by CSA, while mood disorders and the quality of current attachment are not associated with CSA, but with FBRF or other factors not examined in this study.     

An Australian study of graduate outcomes for disadvantaged students

Whether or not disadvantaged students are realising the same benefits from higher education as their peers is of fundamental importance to equity practitioners and policymakers. Despite this, equity policy has focused on access to higher education and little attention has been paid to graduate outcomes. The Australian study reported here used national data to investigate relationships between disadvantage and graduate outcomes. The study provides critical insights into how access to higher education does, or does not, lead to improvements in post-graduation equity. The study reveals that outcomes are not equal for all students and that higher education disadvantage persists for many students after they have completed their studies. Whilst the specific findings relate to the Australian university sector the broader discussion of the article is relevant to higher education policy more generally, especially in terms of how governments align institutional processes to measure and scrutinise achievement in relation to public policy objectives.     

Good,now keep going: challenging the status quo in STEM pipeline and access programs

Cultural Studies of Science Education - This contribution engages in conversation with McMahon, Griese, and Kenyon (this issue) to consider how the SURE program they describe represents a pragmatic...     

Examining the Effects of Stress and Campus Climate on the Persistence of Students of Color and White Students: An Application of Bean and Eaton’s Psychological Model of Retention

The current study examined the effects of stress and campus climate perceptions on the persistence decisions of students of color and White students using Bean and Eaton’s (2000) Psychological Model of College Student Retention. A sample of first-year students (N = 1,491) at a predominantly White research university were survey enduring their second semester and their enrollment status was subsequently tracked after 2 years. Path analysis was conducted on the sample of students of color (n = 548) and White students (n = 943). Results indicated models that explained 27 % of the variance for students of color and 44 % of the variance for White students in persistence after 2 years of college. Among the initial 37 variables included in the models, 17 had significant direct and indirect effects on students’ of color persistence including observing racism on campus, having comfortable academic interactions, stress related to the academic environment, and feelings about the campus environment. For White students, 13 variables had significant direct and indirect effects on persistence, including having opportunities for diverse peer interactions and comfortable academic interactions, stress related to the social environment on campus, and feelings about the campus environment. The discussion highlights the usefulness of the Bean and Eaton model for examining retention for students of color and White students.     

Increasing Educational Attainment and Aspiration in an Underserved Community: The Perspective of Urban-Community Leaders

Latino students are significantly underrepresented in higher education. As the largest and fastest growing racial/ethnic population in the US, this is cause for national concern. Additionally, this rapid population growth is a call for community and school leaders from underserved communities to assess their service areas and focus on interventions to increase the college-going rates of youth. Maywood is a city located in Southeast Los Angeles. Like many other urban areas, Maywood’s largely Latino population is underrepresented in higher education. This research focused on interviewing Maywood’s community and school leaders (n = 24) to gain insight into their perceptions of their role and responsibility to address issues surrounding their community’s low levels of educational attainment. A key theme emerged revealing that leaders understand their community’s educational issues but do not see their role as leaders to directly address this issue to build a college-going culture. Implications for practice in strengthening community partnerships and developing a college-going culture are provided and a series of recommendations for the creation of a college-going culture are discussed.