Impact of Classroom Behavioural Challenges on Teachers’ Physical and Mental Health: A Physiotherapy Perspective on Coping Strategies
DOI:
https://doi.org/10.29070/a95ygr06Keywords:
Teacher stress, classroom behaviour, musculoskeletal pain, mental health, physiotherapy, coping strategiesAbstract
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.
Downloads
References
1. Carroll, A., Forrest, K., Sanders-O’Connor, E., Flynn, L., Bower, J. M., Fynes-Clinton, S., et al. (2022). Teacher stress and burnout in Australia: examining the role of intrapersonal and environmental factors. Soc. Psychol. Educ. 25, 441–469. doi: 10.1007/ s11218-022-09686-7
2. Zhang, L., Chen, J., Li, X., and Zhan, Y. (2023). A scope review of the teacher well being research between 1968 and 2021. Asia-Pac. Educ. Res. 1–16. doi: 10.1007/ s40299-023-00717-1
3. Puhakka, I. J., Nokelainen, P., and Pylväs, L. (2021). Learning or leaving? Individual and environmental factors related to job satisfaction and turnover intention. Vocat. Learn. 14, 481–510.
4. McCallum, F. (2021). “Teacher and staff wellbeing: understanding the experiences of school staff” in The Palgrave handbook of positive education. eds. M. L. Kern and M. L. Wehmeyer (Cham: Palgrave Macmillan)
5. McCallum, F., Price, D., Graham, A., and Morrison, A. (2017). Teacher wellbeing: a review of the literature. Association of Independent Schools of NSW, Australia
6. López, V., Oyanedel, J. C., Bilbao, M., Torres, J., Oyarzún, D., Morales, M., et al. (2017). School achievement and performance in Chilean high schools: the mediating role of subjective wellbeing in school-related evaluations. Front. Psychol. 8:1189. doi: 10.3389/ fpsyg.2017.01189
7. Harding, S., Evans, R., Morris, R., Gunnell, D., Ford, T., Hollingworth, W., et al. (2019). Is teachers’ mental health and wellbeing associated with students’ mental health and wellbeing? J. Affect. Disord. 242, 180–187. doi: 10.1016/j.jad.2018.08.080
8. Hascher, T., and Waber, J. (2021). Teacher well-being: a systematic review of the research literature from the year 2000–2019. Educ. Res. Rev. 34:100411. doi: 10.1016/j. edurev.2021.100411
9. Göktaş, E., and Metin, K. A. Y. A. (2022). The effects of teacher relationships on student academic achievement: a second order meta-analysis. Particip. Educ. Res. 10, 275–289. doi: 10.17275/per.23.15.10.1
10. Li, P. H., Mayer, D., and Malmberg, L. E. (2022). Teacher well-being in the classroom: a micro-longitudinal study. Teach. Teach. Educ. 115:103720. doi: 10.1016/j.tate.2022.103720
11. Seligman, M. E. P., and Peterson, C. (2003). Positive clinical psychology. A psychology of human strengths: fundamental questions and future directions for a positive psychology. American Psychological Association, Washington DC.
12. Klapp, T., Klapp, A., and Gustafsson, J. E. (2023). Relations between students’ well being and academic achievement: evidence from Swedish compulsory school. Eur. J. Psychol. Educ. 1-22. doi: 10.1007/s10212-023-00690-9
13. WHO. (2014). Promoting mental health: Concepts, emerging evidence, practice: A report of the World Health Organization, Department of Mental Health and Substance Abuse in collaboration with the Victorian Health Promotion Foundation and the University of Melbourne. World Health Organization. Australia
14. Antonovsky, A. (1987). Unraveling the mystery of health: How people manage stress and stay well (1st). Jossey-Bass, San Francisco
15. Benevene, P., De Stasio, S., and Fiorilli, C. (2020). Well-being of school teachers in their work environment. Front. Psychol. 11:1239. doi: 10.3389/fpsyg.2020.01239
16. Forgeard, M. J., Jayawickreme, E., Kern, M. L., and Seligman, M. E. (2011). Doing the right thing: measuring wellbeing for public policy. Int. J. Wellbeing 1, 79–106. doi: 10.5502/ijw.v1i1.15
17. Jelińska, M., and Paradowski, M. B. (2021). Teachers’ perception of student coping with emergency remote instruction during the COVID-19 pandemic: the relative impact of educator demographics and professional adaptation and adjustment. Front. psychol. 12:648443.
18. Chan, M. K., Sharkey, J. D., Lawrie, S. I., Arch, D. A., and Nylund-Gibson, K. (2021). Elementary school teacher well-being and supportive measures amid COVID-19: an exploratory study. Sch. Psychol. 36:53. doi: 10.1037/spq0000441
19. Collie, R. J., Shapka, J. D., Perry, N. E., and Martin, A. J. (2015). Teacher well-being: exploring its components and a practice-oriented scale. J. Psychoeduc. Assess. 33, 744–756. doi: 10.1177/0734282915587990
20. Kumpikaitė-Valiūnienė, V., Duobienė, J., Liubinienė, V., Kasperiūnienė, J., and Tandzegolskienė, I. (2021). Impact of institutional support on educators' subjective well being during the transition to virtual work due to COVID-19 lockdown. J. Manag. Organ. 27, 1150–1168. doi: 10.1017/jmo.2021.60
21. Li, P. H., Mayer, D., and Malmberg, L. E. (2022). Teacher well-being in the classroom: a micro-longitudinal study. Teach. Teach. Educ. 115:103720. doi: 10.1016/j.tate.2022.103720
22. Burić, I., Slišković, A., and Penezić, Z. (2019). Understanding teacher well-being: a cross-lagged analysis of burnout, negative student-related emotions, psychopathological symptoms, and resilience. J. Educ. Psychol. 39, 1136–1155. doi: 10.1080/01443410.2019.1577952
23. Hascher, T., and Waber, J. (2021). Teacher well-being: a systematic review of the research literature from the year 2000–2019. Educ. Res. Rev. 34:100411. doi: 10.1016/j. edurev.2021.100411
24. Viertiö, S., Kiviruusu, O., Piirtola, M., Kaprio, J., Korhonen, T., Marttunen, M., et al. (2021). Factors contributing to psychological distress in the working population, with a special reference to gender difference. BMC Public Health 21, 1–17. doi: 10.1186/s12889-021-10560-y
25. Ozoemena, E. L., Agbaje, O. S., Ogundu, L., Ononuju, A. H., Umoke, P. C., Iweama, C. N., et al. (2021). Psychological distress, burnout, and coping strategiesamong Nigerian primary school teachers: a school-based cross-sectional study. BMC Public Health 21, 1–15. doi: 10.1186/s12889-021-12397-x
26. Bakker, A. B., and Demerouti, E. (2017). Job demands–resources theory: taking stock and looking forward. J. Occup. Health Psychol. 22:273. doi: 10.1037/ocp0000056
27. Bianchi, R., Schonfeld, I. S., and Laurent, E. (2015). Burnout–depression overlap: a review. Clin. Psychol. Rev. 36, 28–41. doi: 10.1016/j.cpr.2015.01.004
28. Stier-Jarmer, M., Frisch, D., Oberhauser, C., Berberich, G., and Schuh, A. (2016). The effectiveness of a stress reduction and burnout prevention program: a randomized controlled trial of an outpatient intervention in a health resort setting. Dtsch. Arztebl. Int. 113:781. doi: 10.3238/arztebl.2016.0781
29. Figueiredo-Ferraz, H., Gil-Monte, P. R., Grau-Alberola, E., and Ribeiro do Couto, B. (2021). The mediator role of feelings of guilt in the process of burnout and psychosomatic disorders: a cross-cultural study. Front. Psychol. 12:751211. doi: 10.3389/fpsyg.2021.751211
30. Arens, A. K., and Morin, A. J. (2016). Relations between teachers’ emotional exhaustion and students’ educational outcomes. J. Educ. Psychol. 108:800. doi: 10.1037/ edu0000105
31. Voss, T., Klusmann, U., Bönke, N., Richter, D., and Kunter, M. (2023). Teachers’ emotional exhaustion and teaching enthusiasm before versus during the COVID-19 pandemic. Z. Psychol. 31, 103–114. doi: 10.1027/2151-2604/a000520
32. Frenzel, A. C., Daniels, L., and Burić, I. (2021). Teacher emotions in the classroom and their implications for students. Educ. Psychol. 56, 250–264. doi: 10.1080/00461520.2021.1985501
33. Seo, J. S., Wei, J., Qin, L., Kim, Y., Yan, Z., and Greengard, P. (2017). Cellular and molecular basis for stress-induced depression. Mol. Psychiatry 22, 1440–1447. doi: 10.1038/mp.2016.118
34. Johnson, S., Cooper, C., Cartwright, S., Doland, I., Taylor, P., and Millet, C. (2005). T he experience of work-related stress across occupations. J. Manag. Psychol. 20, 178–187. doi: 10.1108/02683940510579803
35. Agyapong, B., Obuobi-Donkor, G., Burback, L., and Wei, Y. (2022). Stress, burnout, anxiety and depression among teachers: a scoping review. IJERPH 19:10706. doi: 10.3390/ijerph191710706
36. Ormiston, H. E., Nygaard, M. A., and Apgar, S. (2022). A systematic review of secondary traumatic stress and compassion fatigue in teachers. Sch. Ment. Health 14, 802–817. doi: 10.1007/s12310-022-09525-2
37. Schilling, E. J., Randolph, M., and Boan-Lenzo, C. (2018). Job burnout in school psychology: how big is the problem? Contemp. Sch. Psychol. 22, 324–331. doi: 10.1007/ s40688-017-0138-x
