The Potential for Teacher-Student Relationships and the Whole School, Whole Community, Whole Child Model to Mitigate Adverse Childhood Experiences

Understanding the Role of Teacher-Student Relationships in Students' Online Learning Engagement: Mediating Role of Academic Motivation

Strengthening online learning outcomes requires the establishment of strong student-teacher relationships to engage students actively in learning activities. Teacher-student relationships are also pivotal factors for enhancing academic motivation for online learning engagement. Generally, however, research on online teaching remains underdeveloped. We aimed, in this study, to investigate the complex interplay in higher education in Pakistan between teacher-student relationships, academic motivation, and online learning engagement. We used Self-Determination Theory to frame an exploration of the impact of positive teacher-student relationships as mediated by intrinsic or extrinsic academic motivation on students' engagement in online learning activities. We administered a student self-report questionnaire to 437 participants from diverse universities in Sindh province. Using Structural Equation Modeling, we confirmed a model fit in which there were positive correlations between teacher-student relationships and students' online learning engagement; and between students' intrinsic and extrinsic academic motivations and their on line learning engagement. Our findings emphasized the need for communication, personalized support, and a sense of belonging in virtual education. Moreover, our findings revealed the mediating role of students' intrinsic and extrinsic academic motivation in teacher-student relationships, highlighting the nuanced dynamics of academic motivation in the virtual learning environment, with intrinsic motivation having the greatest mediating impact in the relationship between teacher-student relationships and on line learning engagement. Our study's practical implications include a need for professional educators to foster positive teacher-student relationships and integrate student motivational elements into online course design.

Adolescent Mental Health and Resilience Before and During the COVID-19 Pandemic

PURPOSE

We aimed to assess levels of depression, anxiety, and resilience factors before and during the COVID-19 pandemic in a school sample of adolescents. We also aimed to examine the compensatory and protective effects of individual, family, and school resilience factors on adolescent mental health.

METHODS

We used fall 2019 and fall 2020 survey responses from a cluster randomized controlled trial implemented in 20 schools in a Midwestern county. The sample consisted of 3,085 responses from students in grades 5 and 6. Multilevel mixed-effects models with cluster robust standard errors were used to investigate the associations between exposure to the COVID-19 pandemic, mental health (anxiety, depression), and resilience factors (future orientation, family engagement, and having a caring school adult).

RESULTS

Anxiety, but not depression, was higher in fall 2020 compared to fall 2019. Family engagement increased during the pandemic, while future orientation of the student body was lower during that time and the prevalence of having a caring adult at school was unchanged. A positive future orientation was associated with lower levels of anxiety and depression, while having a caring school adult was associated with lower depression. Adolescents with less positive future orientations, low family engagement, and no caring school adults experienced the greatest increases in anxiety.

DISCUSSION

Positive future orientations, family engagement, and supportive nonparental adult relationships had compensatory and protective effects on adolescent mental health during the COVID-19 pandemic. Adding these measures to the inventory of modifiable resilience factors during natural disasters may promote healthy adaptation among adolescents.

Transforming Empathy-Based Stress to Compassion: Skillful Means to Preventing Teacher Burnout

Objectives

Teachers play a critical role in preparing our children and adolescents for a successful future. However, despite the large number of students impacted by trauma and adversity, teachers are often not well prepared to provide trauma-sensitive support. Furthermore, while working to support students exposed to trauma and adversity, teachers may experience empathy-based stress exacerbating already high levels of stress among them. This narrative review explores the issue of empathy-based stress within the context of the prosocial classroom model which proposes that teachers' social and emotional competence and well-being are key to their ability to create and maintain supportive learning environments critical to student academic and behavioral outcomes.

Methods

Recent findings in neuroscience and education research are applied to support teachers' development of these competencies.

Results

We propose that shifting from empathy-based stress to compassionate responding may be one such competency to help teachers' respond effectively to their students' needs while protecting their own wellbeing.

Conclusion

We review research that supports this proposition and explore implications for teacher professional learning, educational policy, and further research.

Resilience in Teachers: Validation of the Spanish Version of the CD-RISC10© Scale in Early Childhood, Primary and Special Education Teachers

Schools are a fundamental context for processes of promotion and generation of resilience, since they focus not only on aspects of academic development, but also of personal and social development. Resilience in the teacher has a dual function. On the one hand, as resilient professionals, teachers can foster the development of resilience in their students; on the other hand, teaching resilience facilitates their own personal and professional well-being. Despite research highlighting the benefits of resilience in education, there is scarce research focused on assessing resilience in teachers. Thus, the aim of this paper is to analyze the psychometric properties of the Spanish version of Connor and Davidson's 10-item resilience scale (CD-RISC 10©) in a sample of 290 teachers. A confirmatory factorial analysis (CFA) is performed, which shows that the 10 items on the CD-RISC 10© Resilience Scale form a one-dimensional structure, with high reliability, McDonald's Omega coefficient (ω = 0.80) and Cronbach's alpha coefficient (α = 0.87). The results obtained in this work support the use of the scale for the assessment of resilience in teachers of Infant, Primary and Special Education, which is considered very useful, not only to know their degree of resilience, but also to assess the effectiveness of training programs.

A case study addressing trauma needs during COVID-19 remote learning from an ecological systems theory framework

Mental health conditions related to trauma among American children are a concern, particularly because of the impacts of the COVID-19 pandemic. Children, as students, carry the trauma they encounter with them into the classroom. Students impacted by trauma learn differently due to effects on the brain that relate to several impairments, causing them to perform poorly in school. However, teachers may not always understand this issue. This case study shows how certain dynamics within the EST layers impacted one school during the pandemic. The purpose of this study was to examine how teachers at the school experienced a trauma-informed online PD and SEL program intended to improve student outcomes, teacher perceptions, and teacher–student relationships. The six participants included teachers in a K-8 low-income, minority population charter school. The assessment tools used were the Teacher–Student Relationship Scale, Teacher Perception Scale, and Student Outcomes Survey. The teachers’ outlook on SEL improved, particularly online. This improvement helped the teachers implement community circles and SEL infused with mindfulness in their online classrooms, which may have helped them maintain their relationships with the students and may have helped the students with academic and stress outcomes. During unprecedented times, the maintenance, rather than the deterioration, of student outcomes and teacher–student relationships is an accomplishment and an area that necessitates further research.