Impact of Classroom Behavioural Challenges
on Teachers’ Physical and Mental Health: A Physiotherapy Perspective on Coping
Strategies
Dr.
Ruchira Kadam1*, Dr. Apoorva Dighe2, Dr. Satish Pimpale3, Dr. Pranjal
Grover4
1
Assistant Professor, TMV’S Lokmanya Tilak College of Physiotherapy, Kharghar,
Mumbai, Maharashtra, India
ruchkadam03@gmail.com
2
Associate Professor, TMV’S Lokmanya Tilak College of Physiotherapy, Kharghar,
Mumbai, Maharashtra, India
3
HOD &Professor, TMV’S Lokmanya Tilak College of Physiotherapy, Kharghar,
Mumbai, Maharashtra, India
4
Professor & Principal, TMV’S Lokmanya Tilak College of Physiotherapy,
Kharghar, Mumbai, Maharashtra, India
Abstract: Background:Classroom behavioural
challenges are a significant stress for teachers, leading to psychological
strain and physical health issues. Constant exposure to disruptive behaviours
can cause burnout, anxiety, and musculoskeletal pain. However, the role of
physiotherapy in addressing these problems is not well studied.
Methods: A cross-sectional
study was conducted with school teachers using a structured, self-administered
questionnaire. The tool assessed how often classroom behavioural challenges
occurred, their severity, physical symptoms (such as neck pain, back pain,
andfatigue), and mental health indicators including stress, anxiety, and
emotional exhaustion. The study also looked at coping strategies teachers used,
specifically physiotherapy-based approaches like ergonomic changes, posture
correction, relaxation techniques, and stretching exercises. Descriptive and
inferential statistics helped analyse the links between behavioural challenges
and health outcomes.
Results: Teachers who
frequently faced classroom behavioural challenges reported higher levels of
musculoskeletal pain, especially in the neck, shoulders, and lower back, along
with greater psychological distress. Teachers who used physiotherapy-based
coping strategies, including ergonomic adjustments, stretching exercises, and
relaxation techniques, showed lower levels of discomfort and stress.
Conclusion: Classroom behavioural
challenges harm teachers’ physical and mental health. Adding physiotherapy
interventions, such as ergonomic training and stress-relief exercises, can be
effective ways to alleviate these effects. The study emphasizes the need for
collaborative occupational health programs to support teachers’ well-being and
improve their long-term professional sustainability.
Keywords: Teacher stress,
classroom behaviour, musculoskeletal pain, mental health, physiotherapy, coping
strategies.
INTRODUCTION
Teaching is a valuable and impactful profession.
However, rapid changes in society and technology, along with constant scrutiny,
are creating more challenges for teachers (Carroll et al., 2022). The new
difficulties and uncertainties in the social world, along with the complexities
of the profession—like competition among colleagues, standardized performance,
rising accountability, and quick assessments—put the teaching profession at
high risk (Zhang et al., 2023). Teaching has been linked to increased stress
(Carroll et al., 2022; Li et al., 2022). High stress among teachers can lead to
health issues and negative job outcomes, which often result in burnout and
turnover of qualified teachers (Puhakka et al., 2021; Gearhart et al., 2022).
For these reasons, teachers' well-being matters not only for the educators and
their schools but also for society’s future (McCallum et al., 2017; Yu et al.,
2022).
Although there is still limited evidence, recent
research suggests that teachers' well-being affects their relationships with
students, the overall school environment, and student performance (López et
al., 2017). Studies indicate that teachers' mental states influence their
personal well-being, and that students' mental health is connected to their
teachers’ well-being (Harding et al., 2019). Further research shows that a
teacher's well-being is vital for young people's ability to innovate and be
productive (McCallum, 2021). It is also connected to teaching effectiveness and
affects students' academic performance (Harding et al., 2019; Hascher and
Waber, 2021). Moreover, teacher well-being influences educational management
(Hascher and Waber, 2021), and the relationships within teaching teams, as well
as students' academic success, are closely linked (Göktaş and Metin,
2022).
While many studies have highlighted the importance of
teacher well-being, earlier research has focused on its negative aspects (Li et
al., 2022). This research showed that teaching is a demanding and stressful
profession that can lead to job dissatisfaction, mental health issues, and
reduced well-being. However, insights from positive psychology (Seligman and
Peterson, 2003) have encouraged researchers to examine well-being in education
more closely. Currently, there is increasing interest and concern among
researchers, managers, and policymakers about teachers' well-being. This focus
aims not only to find ways to lessen stress, exhaustion, and burnout but also
to help teachers thrive by boosting their optimism and self-efficacy.
Teachers’ well-being
The state of well-being depends on several social,
psychological, and biological determinants along with the state of health and
sickness in general (Klapp et al., 2023). In fact, well-being is one of the
concepts of health, including physical, psychological, and social well-being.
The World Health Organization (WHO) states that “...well-being does not mean
merely the absence of disease or infirmity” and that “mental well-being is
defined as the well-being in which every individual realizes their abilities,
can cope with the normal stresses of life, can work productively and
fruitfully, and is able to contribute meaningfully to his or her community”
(WHO, 2014).
Thus, well-being must be understood in a broader
sense than in the absence of illness. Rather, it refers to the healthy and
successful functioning of teachers in their work and the ability of teachers to
create a positive balance between the available resources and the challenges
and demands (psychological, physical, individual, social, and environmental)
that arise (Benevente et al., 2020). Well-being encompasses cognitive and
affective as well as physical and mental components, and dispositional,
personal, organizational, and environmental factors (Benevene et al.,
2020).
Research shows that teachers’ well-being is related to
many aspects, such as personal characteristics and job engagement
(Jelińska and Paradowski, 2021), workload or students’ classroom behaviour
(Chan et al., 2021), positive relationships with students, colleagues andfamilies,
as well as students’ better academic performance (Baumeister et al.,
2003), emotion regulation, a positive work environment and teachers’
self-efficacy (feeling successful as a teacher) (Collie et al., 2015;
Sohail et al., 2023); and contextual factors such as institutional
resources and the amount of support received (Kumpikaitė-Valiūnienė
et al., 2021). Negative work environments and negative emotions, as well
as feelings of being ostracized or bullied by colleagues, are factors in
teacher burnout (Sohail et al., 2023). Thus, teachers’ well-being reflects
their professional satisfaction and happiness, and is perceived as a
multidimensional and multilayered psychological construct (Li et al.,
2022). It has been associated with other phenomena, including positive emotions
and satisfaction, motivation and commitment, resilience and thriving, and negative
associations with teacher stress and burnout (Burić et al., 2019;
Hascher and Waber, 2021).
Psychological distress and burnout
Psychological
distress refers to non-specific symptoms of stress, anxiety and depression
(Viertiö et al., 2021). Psychological distress manifests itself in a
series of mental disorders such as anxiety, sadness, irritability, reduced
self-confidence, and emotional distress, and is closely linked to physical and
mental illnesses and poorer quality of life (Ozoemena et al., 2021).
Burnout is defined as a reaction to prolonged stress
at work, which results from a sustained mismatch between an employee’s resources
and the demands placed on the employee (Bakker and Demerouti, 2017). Burnout is
associated with reduced personal satisfaction and depersonalization (Bianchi
et al., 2015), high levels of distress and multiple physical and mental
problems, sleep disturbances, reduced productivity and motivation, and an
increased risk of sickness absence (Stier-Jarmer et al., 2016). Burnout is
characterized by feelings of physical, emotional, and mental exhaustion,
manifested by emotional strain, negative attitudes toward work-life balance
(Schilling et al., 2018), indolence, and guilt (Figueiredo-Ferraz
et al., 2021).
Emotional exhaustion is a key symptom of burnout
(Arens and Morin, 2016). People who are burnt out are emotionally exhausted and
feel negative and disengaged from their work, which leads to lower
productivity, stifled creativity and innovation, work accidents, absenteeism,
and physical and mental illnesses. Studies in the field of education have shown
that teachers’ enthusiasm drops sharply when burnout increases (Voss
et al., 2023). Teachers’ emotional exhaustion leads to less engagement and
effort in lesson planning, as well as more negative attitudes toward students
(Frenzel et al., 2021)
The present study
Compared to other professions, teachers are at high-risk
of different mental health issues. While stress is a normal response to
distressing or threatening events, it becomes pathological whenchronic (Seo
et al., 2017). A study on work-related stress in 26 professions (Johnson
et al., 2005) found that teachers had one of the lowest levels of
psychological well-being among all professions studied. Teachers around the
world still face problems of stress and burnout, which cause anxiety and
depression (Agyapong et al., 2022).
Educators consistently report higher levels of
behavioral, psychological, and physiological symptomatology due to work-related
stress (Ormiston et al., 2022). Stress management strategies can reduce
stress and its consequences, and improve mental health. Although the mental
health of teachers is becoming an increasingly important issue, there is a lack
of research on the use of stress coping strategies in this area. To address
this societal issue, it is important to empirically assess the impact of coping
strategies on teachers’ mental health.
Given these concerns, there is a growing need to
explore effective coping strategies that can mitigate the adverse
effects of classroom behavioural challenges. Traditional approaches often focus
on psychological interventions such as stress management and mindfulness.
However, the role of physiotherapy is gaining attention as a holistic
approach to managing both physical and mental health. Physiotherapy
interventions—including posture correction, ergonomic training, relaxation
techniques, breathing exercises, and physical activity—can help reduce
musculoskeletal discomfort and improve stress resilience.
Adopting a physiotherapy perspective allows for a
comprehensive understanding of teacher well-being by integrating physical
rehabilitation with mental health support. This approach is particularly
relevant in addressing occupational stress, as it targets both the
physiological and psychological dimensions of health. Therefore, examining the
impact of classroom behavioural challenges on teachers’ physical and mental
health, along with physiotherapy-based coping strategies, is essential for
enhancing teacher well-being and professional effectiveness.
Aim:
·
To study the impact of
classroom behavioural challenges on teachers’ physical and mental health.
·
To explore the
effectiveness of physiotherapy-based coping strategies in improving their
overall well-being.
Objectives:
·
To identify the common
types and frequency of classroom behavioural challenges faced by teachers.
·
To study the impact of
these behavioural challenges on teachers’ physical health, including
musculoskeletal pain and fatigue.
·
To study the impact on mental
health, including stress, anxiety, and emotional exhaustion.
·
To understand the coping
strategies currently adopted by teachers to manage classroom behavioural
challenges
·
To understand the
effectiveness of physiotherapy-based coping strategies such as posture
correction, ergonomic modifications, relaxation techniques, and exercise.
METHODOLOGY
Study Design
·
Cross-sectional
observational study
Study Setting
·
Schools (primary,
secondary, or higher secondary institutions).
Sample Size
·
Approximately 100
participants
Sampling method
·
Purposive sampling.
Inclusion Criteria
·
Teachers having more than
1 year of professional experience
·
Teachers teaching
students aged between 18 –23 years.
Exclusion Criteria
·
Teachers currently
undergoing physiotherapy.
Outcome Measures
·
Self -Validated
Questionnaire, it includes 6 domains;
1.
Demographic data (age,
gender, years of experience)
2.
Students Behavioural
Challenges
3.
Teachers Mental Health
Challenges
4.
Teachers Physical Health
Challenges (Musculoskeletal & fatigue)
5.
Teachers Coping
Strategies
6.
Physiotherapy Awareness
and Practices
PROCEDURE
An Ethical clearance was obtained from the
Institutional Ethics Committee of TMV’s Lokmanya Tilak College Of Physiotherapy
Kharghar. Permission from the concerned head of college/institute was obtained.
The purpose and procedure of the study was explained to the participants and
written informed consent was taken from before participation in the study.
Data was collected using a structured questionnaire
comprising of 6 domains. A demographic and professional data sheet consists of age,
gender, teaching experience. Classroom behavioural challenges were assessed
using a self-validated questionnaire focusing on the frequency and type of
disruptive student behaviours. Physical health challenges were evaluated using
Musculoskeletal Questionnaire to assess frequency and intensity of
musculoskeletal pain. Mental health status to assess the frequency of mental
health challenges faced by teachersusing a self-validated questionnaire. Coping
strategies, particularly from a physiotherapy perspective, was evaluated using
a questionnaire addressing ergonomic practices, physical activity, relaxation
techniques, posture correction and awareness of physiotherapy interventions for
stress and physical health.
DATA ANALYSIS
Graph 1: Age wise Distribution of Teachers
Table 1: Age wise Distribution of Teachers
|
AGE |
NO. OF PARTICIPANTS |
|
25-30 |
50 |
|
36-40 |
30 |
|
41-50 |
20 |
Graph 2: Years of Experience
Table 2: Years of Experience
|
YEARS OF EXPERIENCE |
NO. OF PARTICIPANTS |
|
< 1 year |
23% |
|
1 – 5 years |
30% |
|
6 – 10 years |
39% |
|
>10 years |
8% |
Graph 3: Gender wise Distribution of
Teachers
INTERPRETATION: In this study, 40% of participants
were female whereas 60% of participants were male.
SECTION A- Students Behavioural Challenges
Graph 4: Lack of attention during class
INTERPRETATION: In this study, 61% of teachers
reported that students sometimes lack attention during class, whereas 18 % of
teachers reported that students often lack attention during class.
Graph 5: Disruptive talking
INTERPRETATION: In this study, 40% of teachers
reported disruptive talking during class, whereas 15 % of teachers reported disruptive
talking during class.
Graph 6: Disrespecting teachers
INTERPRETATION: In this study, 45% of teachers
reported disrespecting teachers during class due to incomplete classwork,
whereas 30% of teachers reported disrespecting teachers during class due to
arguing with teachers, 25% of teachers reported disrespecting teachers during
class due to ignoring teachers.
SECTION B- Teachers Mental Health Challenges
Graph 7: Feeling stressed
INTERPRETATION: In this study, 65% of teachers
reported stressed sometimes , whereas 20% of teachers faced stressed rarely.
Graph 8: Feeling anxious/worried
INTERPRETATION: In this study, 68% of teachers
reported anxious sometimes, whereas 12% of teachers reported anxious oftenly.
Graph 9: Feeling emotionally exhausted
INTERPRETATION: In this study, 70% of teachers
reported emotionally exhausted sometimes,whereas
10% of teachers reported emotionally exhausted oftenly.
SECTION C- Teachers Physical Health Challenges
(Musculoskeletal & fatigue)
Graph 10: Musculoskeletal pain
INTERPRETATION: In this study, 40% of teachers
reported headache, whereas 25% of teachers reported back pain, 15% of teachers
reported shoulder pain, 10 % of teachers reported neck pain.
Graph 11:Pain Intensity
INTERPRETATION: In this study, 20% of teachers
reported pain intensity 6/10 whereas 22% of teachers reported pain intensity
9/10
Graph 12: Frequency of Pain
INTERPRETATION: In this study, 42% of teachers
reported frequency of pain sometimes, whereas 29 % of teachers reported
frequency of pain rarely.
SECTION D- Teachers Coping Strategies
Graph 13: Taking short breaks
INTERPRETATION: In this study, 36% of teachers take
short breaks sometimes, whereas 18% of teachers take short breaks rarely.
Graph 14: Relaxation Technique
INTERPRETATION: In this study, 45% of teachers
practiced relaxation technique sometimes, whereas 15 % of teachers practiced
relaxation technique oftenly.
Graph 15: Physical exercises
INTERPRETATION: In this study, 45% of teachers
practiced physical exercises sometimes, whereas 23 % of teachers practiced
physical exercises rarely.
Graph 16: Time management strategies
INTERPRETATION: In this study, 45% of teachers
practiced time management strategies sometimes, whereas 10 % of teachers
practiced time management strategies oftenly.
SECTION D- Physiotherapy Awareness and Practices
Graph 17: Awareness of Physiotherapy
Interventions
INTERPRETATION: In this study, 92% of teachers are
aware of physiotherapy interventions.
Graph 18: Consultation of Physiotherapist
INTERPRETATION: In this study, 58% of teachers consult
physiotherapist.
Graph 19: Physiotherapy - practice
INTERPRETATION: In this study, 55% of teachers
practice stretching exercises, 35% of teachers practice breathing exercise.
Graph 20: Physiotherapy – (Managing stress
& physical health)
INTERPRETATION: In this study, 81% of teachers reported
that physiotherapy can help in managing stress & physical health.
DISCUSSION
The aim of this study was to assess the impact of
classroom behavioural challenges on teachers’ physical and mental healthwith
emphasis on physiotherapy-based coping strategies. Although previous studies
have already analysed the consequences of stress and burnout syndrome
experienced by teachers, we have gone beyond the study of these negative
effects to include factors that will allow us to predict the direction of
improvement of teachersemotional health and thus contribute to the overall
well-being of schools.[1-3]
The results of this study broaden the understanding of
classroom behavioural challenges such as lack of attention, disruptive talking
and disrespecting teachers is significantly associated with increased levels of
psychological distress, including stress, anxiety, and emotional exhaustion
among teachers. These results are consistent with existing literature
indicating that occupational stress in teaching is strongly influenced by
classroom management difficulties. [8-10]
Furthermore, the study identified that prolonged
exposure to such stressors may predispose teachers to symptoms associated with
conditions like anxiety disorders and burnout syndrome. Emotional exhaustion,
in particular, emerged as a key outcome, indicating that teachers facing
persistent classroom challenges may experience feeling stressed, anxious and
exhausted. These findings reinforce the need for early identification and
intervention to prevent long-term psychological consequences.
This study highlights from physical health
perspective, teachers reported musculoskeletal discomfort, particularly shoulder
pain, back pain, headache. This can be attributed to prolonged standing, poor
posture during classroom management, and increased muscle tension resulting
from stress. The interplay between psychological stress and physical symptoms
highlights the biopsychosocial nature of teachers’ health issues, emphasizing
the need for multidisciplinary interventions.[12-14]
This study highlights a number of stress coping
strategies that teachers use when faced with challenges, such as taking short
breaks, relaxation techniques, physical exercises and time management
strategies.Previous study also identified that teachers often adopt coping
mechanisms, such as avoidance or emotional suppression, which may further
exacerbate both mental and physical health problems. In contrast, those who
engaged in positive coping strategies—such as structured physical activity,
relaxation techniques, and ergonomic adjustments—reported comparatively better
health outcomes.[15,16]These findings reinforce the need for early
identification and intervention to prevent long-term psychological
consequences.
A key contribution of this study lies in its emphasis
on physiotherapy as an integral component of coping and intervention
strategies. Physiotherapy-based approaches, including posture correction,
stretching exercises, strengthening programs, and relaxation techniques such as
deep breathing and progressive muscle relaxation, were found to be effective in
mitigating both physical and psychological symptoms. Participants who regularly
practiced these interventions showed significant reductions in pain intensity
and stress levels indicating clinically
meaningful improvements.
The effectiveness of physiotherapy interventions can
be explained through both mechanical and neurophysiological mechanisms.
Postural correction and ergonomic training help in reducing mechanical strain
on the musculoskeletal system, thereby alleviating pain. Simultaneously,
relaxation techniques activate the parasympathetic nervous system, reducing
stress responses and promoting overall well-being. This dual benefit makes
physiotherapy a valuable and holistic approach to managing occupational health
issues in teachers.Moreover, the findings highlight the importance of
integrating workplace wellness programs within educational institutions.
Regular physiotherapy sessions, ergonomic assessments, and stress management
workshops can play a significant role in improving teachers’ health and
productivity. Preventive strategies, such as early screening for
musculoskeletal disorders and awareness programs on posture and movement, can
further reduce the risk of chronic conditions.
Teachers’ well-being influences teaching effectiveness
and students’ mental well-being, safety, and academic performance [8-10]emotional
health support and support for teachers is a valuable way to both improve the
well-being of the teachers themselves and contribute to better learning
conditions for students. Supporting teachers’ well-being and fostering teacher
student relationships is an important part of creating a healthy school climate[21]
Therefore, providing psychological support to teachers is an untapped
opportunity to improve educational practices.
The present study provides strong evidence that
classroom behavioural challenges have a significant and multifaceted impact on
teachers’ physical and mental health. The statistically significant
associations between behavioural challenges, psychological distress, and
musculoskeletal discomfort highlight the urgent need for comprehensive
intervention strategies. Physiotherapy-based coping strategies emerge as
effective and practical solutions, offering both preventive and therapeutic
benefits. Integrating such approaches into occupational health frameworks and
educational policies can enhance teachers’ well-being, improve job
satisfaction, and ultimately contribute to better educational outcomes.
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