Premium
Socially distanced teaching: The mental health impact of the COVID‐19 pandemic on special education teachers
Author(s) -
Cormier Christopher J.,
McGrew John,
Ruble Lisa,
Fischer Melanie
Publication year - 2022
Publication title -
journal of community psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.585
H-Index - 86
eISSN - 1520-6629
pISSN - 0090-4392
DOI - 10.1002/jcop.22736
Subject(s) - mental health , anxiety , pandemic , covid-19 , depression (economics) , population , psychology , ethnic group , psychiatry , clinical psychology , race (biology) , medicine , political science , sociology , environmental health , gender studies , law , pathology , disease , macroeconomics , infectious disease (medical specialty) , economics
Little is known about the impact of the COVID‐19 pandemic on special education teachers. Of 468 surveyed across the United States, 38.4% met clinical criteria for generalized anxiety disorder, a rate 12.4 times greater than the U.S. population, and 37.6% for major depressive disorder, a rate 5.6 times greater than the population. Race/ethnicity, gender, or school funding was not related to mental health. The impact of the pandemic was moderate to extreme on stress (91%), depression (58%), anxiety (76%), and emotional exhaustion (83%).
Accelerating Research
Robert Robinson Avenue,
Oxford Science Park, Oxford
OX4 4GP, United Kingdom
Address
John Eccles HouseRobert Robinson Avenue,
Oxford Science Park, Oxford
OX4 4GP, United Kingdom