Exploring a Complementary Stress Management and Wellbeing Intervention Model for Teachers: Participant Experience

Area of Science:

• Occupational Health
• Psychology
• Complementary Medicine

Background:

• Work-related stress poses significant physiological and psychological risks for educators.
• Teachers require effective strategies to identify, manage, and reduce stress.
• Complementary interventions (CIs) offer potential for stress management and wellbeing support in educators.

Purpose of the Study:

• To investigate the effectiveness of complementary interventions for stress management and wellbeing in educators.
• To explore the impact of CIs on teachers' personal and professional lives.
• To examine the link between CI mechanisms, stress response, and dimensions of wellbeing.

Main Methods:

• Convergent mixed-methods study design.
• Inclusion of participant reflections, self-report measures (perceived stress, mindful attention awareness, subjective wellbeing), and biological measures (salivary cortisol).
• Inductive thematic analysis of qualitative data.

Main Results:

• Participants reported personal and professional benefits, behavioral changes, and increased stress awareness.
• A decrease in the stress response was observed.
• Findings supported a model linking yoga-based intervention mechanisms to wellbeing dimensions.

Conclusions:

• Complementary interventions provide educators with effective strategies for stress management.
• CIs contribute to supporting and enhancing individual wellbeing in the teaching profession.
• The study highlights the utility of CIs in addressing the unique stressors faced by educators.