STRESS MANAGEMENT FOR
SCHOOL PERSONNEL
A Practical Guide for Incorporating Research Based Wellness Practices into Your
Lifestyle as an Educator
Leaders in Exceptionalities Alternative and Delinquency-related Environments through
Research and Scholarship
Federal Department of Education, Office of Special Education
Grant H325D110030
Stress Management for School Personnel 2
Chronic stress is a pervasive issue among educators and often escalates to the level of
burnout (Curry & O’Brien, 2012; Wisniewski & Gargiulo, 1997). In the job description for
public school teachers, the United States Department of Labor describes the occupation as
“emotionally demanding” and “physically draining” (Bureau of Labor Statistics, 2014). Not only
do high levels of stress threaten your abilities to perform the functions of your job, but they also
trigger or exacerbate an array of physical and mental health problems (Payne, Hahn, & Lucas,
2009). Furthermore, stress and burnout have been cited as reasons for high rates of absenteeism,
reduced job commitment, problematic relationships with colleagues and students, and ultimately,
high rates of attrition.
Unlike many organizations in the private sector, school districts do not typically have
work-based wellness programs which assist with stress management (Kolbe & Tirozzi, 2011). As
a result, school personnel must manage stress individually and without such assistance.
Otherwise, your risk of experiencing occupational and health problems greatly increases.
Some stress management strategies directly target the body, while others address
processes of the mind. Many strategies, however, integrate the body and mind as a package. In a
randomized-controlled trial study (Eriksen et al., 2002), results showed that participants who
participated in an integrated intervention (physical exercise and mental strategies combined)
reported greater reductions in stress than those who practiced only one or the other. However,
those who participated at all showed improvements over a wait-list control group, which
suggests that any engagement in wellness practices are better than none at all.
Variations among each person’s stress-management plan should be expected. Similar to
BIPs and IEPs, various strategies might be attempted before the most effective plan for that
individual is determined. The following basic steps serve as a guide for developing a selfdirected plan for stress management.
1.
Identifying and understanding stressors. Recognizing and acknowledging your stress
3.
Addressing one’s mindset. The way you view your stress determines a lot about how you
is the first step. Know your “triggers” so you can prepare healthy responses to these.
2. Engaging in regular physical activity. Exercise is one of the quickest ways to relieve
tension and give your brain a boost. It provides the resolution your body needs to counter the stress
response (Payne et al., 2009).
handle it. Do you tend to take on-the-job stress personally? Do you feel responsible for things beyond
your control? Do you worry too much about how everything will turn out? Our thoughts not only shape
our beliefs about our experiences, but they are also connected to our bodily responses (Lipton, 2008).
4. Selecting other strategies for healthy responses and following through
with practice. Even making the smallest strides toward wellness will help you manage your stress
more effectively. Pick something you will enjoy and follow through with practice. Choose one or more
strategies which make you feel better, as opposed to something you don’t enjoy. For example, if you
feel you need more alone time, you will likely find relaxation training at home more suitable than joining
a yoga class with others. If you have trouble sitting still, you might prefer something more engaging,
such as progressive muscle relaxation rather than meditation.
5. Taking action and assessing progress. Similar to your students, if you want to make
progress you have to put the effort forward. By keeping a record of your journey, you can measure your
progress over time and see how well your plan is working. Make adjustments as needed.
The following pages provide further information on evidence-based strategies for stress management as
well as websites with more information to help guide your practice. Examples of stress management plans
are included as well.
Stress Management for School Personnel 3
Stress Management Practices Supported by Meta-analyses and Reviews
Studies with
Name of Strategy
Specific Benefits
Description
Supporting
Evidence
Aerobic Exercise
Reduced blood pressure; Any physical activity which increases Rethorst et al.
improved cognition;
heart rate, respiration, and
(2009); Smith
improved mood; reduced perspiration; American Medical
et al. (2010);
anxiety
Association (AMA; 2014)
Wipfli et al.
(2008)
Yoga
Reduced blood pressure; A system of exercises which primarily Bussing et al.
reduced bodily pain;
focuses on stretching one’s body and (2012); Lin et
improved mood; reduced holding poses; also focuses on
al. (2011)
anxiety; reduced general breathing and mental control
stress
CognitiveReduced blood pressure, A combination of methods which
Butler et al.
Behavioral Methods improved cognition,
target automatic thought processes,
(2006);
* (e.g., cognitive
improved mood, reduced perceptions, and behavior; focuses
Hofmann et al.
restructuring,
anxiety
on healthy perspectives and healthy
(2012);
problem solving,
behaviors which promote wellbeing
Richardson &
time management,
Rothstein
behavior change,
(2008)
assertiveness
training, journaling)
Mindfulness
Improved cognition;
A cognitive-based training, with
Cavanaugh et
Training**
improved mood; reduced facilitation, to achieve a state of alert, al. (2014);
anxiety
focused relaxation by deliberately
Goyal et al.
paying attention to thoughts and
(2014)
sensations without judgment.
Relaxation
Reduced blood pressure; Techniques typically led by a
Richardson &
Techniques (e.g.,
reduced bodily pain;
facilitator which guide participants to Rothstein
progressive muscle improved mood; reduced control breathing, visualize soothing
(2008)
relaxation, deep
anxiety; reduced general conditions, or otherwise invoke a
breathing exercises; stress
state of increased calmness
guided imagery;
guided
meditation)***
*Note. In the cited meta-analyses, cognitive-behavioral methods were studied as a package of
interventions. **Unlike other cognitive strategies, meta-analyses have investigated mindfulness training
separately. *** In the cited meta-analysis, relaxation techniques were studied as a package of interventions.
Stress Management for School Personnel 4
Websites with More Detailed Information
Aerobic Exercise (e.g., running, cycling, walking, hiking, Zumba, dance, swimming)
http://www.mayoclinic.org/healthy-living/fitness/in-depth/aerobic-exercise/art-20045541
http://my.clevelandclinic.org/services/heart/prevention/exercise/best-type-of-aerobic-exercise
http://www.fitnessblender.com/ (free workout videos)
http://www.active.com (information about activities and events near you)
Yoga
http://nccam.nih.gov/health/yoga/introduction.htm
http://www.doyogawithme.com/ (free yoga videos)
Cognitive-Behavioral Methods (e.g., cognitive restructuring, problem solving, time management,
behavior change, assertiveness training, journaling)
http://www.mayoclinic.org/healthy-living/stress-management/in-depth/positive-thinking/art-20043950
http://www.mayoclinic.org/healthy-living/stress-management/in-depth/assertive/art-20044644
http://www.mayoclinic.org/healthy-living/stress-management/in-depth/stress-management/art-20044502
http://psychcentral.com/lib/the-health-benefits-of-journaling/000721
Mindfulness Training
http://www.mayoclinic.org/healthy-living/consumer-health/in-depth/mindfulness-exercises/art-20046356
http://www.psychologytoday.com/blog/in-practice/201302/6-mindfulness-exercises-each-take-less-1minute
http://marc.ucla.edu/body.cfm?id=22 (free guided mindfulness training audio)
Relaxation Techniques (e.g., progressive muscle relaxation, deep breathing exercises; guided imagery;
guided meditation)
http://www.mckinley.illinois.edu/units/health_ed/relax_relaxation_exercises.htm (free audio guides)
http://www.dartmouth.edu/~healthed/relax/downloads.html (free audio guides)
Stress Management for School Personnel 5
Steps of Plan
Step one:
Identifying and
understanding
stressors.
Step two:
Engaging in
regular physical
activity.
Step three:
Addressing
one’s mindset
Step four:
Selecting other
strategies for
healthy
responses and
following
through on
practice.
Step five:
Taking action
and assessing
progress.
Sample Stress Management Plans for School Staff
Jennifer: Special Education
Eric: Middle School
Lauren: Teacher in
Lead Teacher for
Guidance Counselor in High
Therapeutic Day Program
Cluster of Schools
Poverty Area
for Emotional Disabilities
Excessive paperwork; lack of
Responsible for handling all
Difficulties managing student
preparation time for meeting
“male” student behavior issues
behavior; anxiety regarding
requirements of job; negative
among a large population of
interactions with co-workers and
mindset about job performance;
students; Burnout after trying
parents
lack of personal leisure time; lack repeatedly to address student
of social support
issues external to school;
Negative mindset about students
and his ability to reach them
Walking group after school with
Boot camp exercise program in
Running group with friends in the
co-workers (5x per week); yoga
the mornings before school (3x
evening to prepare for community
(3x per week with instructional
per week); walking with family in
5K race (5x per week); Saturday
video)
the evenings before dinner (5x per morning dance class at community
week); one entry into an exercise
center (1x per week); stretch
event (e.g., 5K race, obstacle
routine each morning before
course run, etc.) per month
school (5x per week)
New thought processes to be
practiced will include: (1) I
perform all aspects of my job with
good intentions of helping others
and being a team player, (2)
Every day, there is at least one
stride made toward achieving
each goal, (3) I set aside
adequate time for work and
deserve some time to myself
With the help of a mental health
counselor: cognitive-behavioral
methods including (1) cognitive
restructuring (as described in
step three), (2) time management
(to balance work and leisure
time), (3) assertiveness training
(to help her set boundaries with
her co-teachers), (4) engagement
of social support network, (5)
breathing techniques;
progressive muscle relaxation
New thought processes to be
practiced will include: (1) I make a
difference in the lives of my
students, (2) My students will
benefit from their experience with
me years from now, (3) I provide
my students with a safe space at
school, (4) I provide my students
with many opportunities for a
great education
Guided imagery (with audio
instructions each night at
bedtime); mindfulness training
(with audio instructions each
morning after breakfast);
breathing techniques (internet
based video) as needed
Begin the following Monday;
inform family and close
colleagues of the changes; on a
scale of 1 to 10: (1) reduce stress
levels from 9 to 4, (2) increase
energy levels from 2 to 7, (3)
improve sleep quality from 3 to 8;
show additional improvements
through assessments
administered by counselor (to
measure depression and anxiety
symptoms)
Begin immediately; inform family
of changes; on a scale of 1 to 10:
(1) reduce stress levels from 9 to
3, (2) increase energy levels from
1 to 8, (3) improve sleep quality
from 1 to 8, & (4) improve overall
mood from 3 to 7
New thought processes to be
practiced will include: (1) I am
learning new skills to better
manage student behavior, (2) My
colleagues’ opinion of me is
irrelevant to my job performance,
(3) I am gaining confidence with
each new experience
In a local community stress
management support group,
members practice the following
cognitive-behavioral methods: (1)
cognitive restructuring (as
described in step three), (3)
assertiveness training (e.g., to
improve communication with coworkers, parents, & students);
mindfulness training (with local
mindfulness meetup group 2x per
week & daily home practice each
morning before work)
Begin the following Saturday;
inform close friends who will check
on her progress; engage in social
activities 2x per week; take at least
one full weekend day off from any
work-related tasks; improve scores
on assertiveness survey (from
support group); improve score on
mindfulness assessment (from
mindfulness group)
Stress Management for School Personnel 6
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