There is no conflict of interest.
Highlights
- The study's objective was to examine the impact of an online stress management program on health outcomes.
- The study used a randomized controlled trial to assign teachers to the online stress management program (treatment group) or the control group. The authors used survey data and statistical tests to compare the outcomes of the treatment and control groups before and after the intervention.
- The study found that participation in the online stress management program was significantly associated with increased coping strategies.
- This study receives a moderate evidence rating. This means we are somewhat confident that the estimated effects are attributable to the online stress management program, but other factors might also have contributed.
Intervention Examined
Features of the Intervention
The online stress management program consisted of eight modules: (1) introduction to the program and educator stress; (2) basic self-care; (3) mindfulness; (4) relaxation response activation and cognitive restructuring; (5) routines and relationships at work; (6) de-escalation; (7) maintaining progress; and (8) wrapping up. Each module required approximately 30 minutes to complete. The program allowed for self-paced learning, recommending that participants complete two modules weekly for a total of four weeks. Each module featured written instructions and videos that explained and demonstrated the stress management techniques.
Features of the Study
The study was a randomized controlled trial that assigned teachers to the treatment or control groups. Study participants were recruited from a teacher certification program at a university. Teachers who signed up for the study and agreed to participate were emailed the baseline survey. The authors randomly assigned 29 teachers to the treatment group and 30 to the control group. The treatment group received an email with a link to participate in the online stress management program and the control group received an email informing them to expect a survey in five weeks. After five weeks, a post-intervention survey was sent to all study participants.
The majority of the study participants were general education teachers (41.2%) and special education teachers (29.4%) working in traditional public schools (76.5%). Most of the participants (68.6%) had between 0 to 5 years of teaching experience. Additionally, 80.4% of the sample were women, 51% identified as White, and 37.3% identified as African American. Almost half of participants were aged 25 to 34 (49.9%), with around 40% being 35 years or older.
The study used online surveys administered at baseline and again at five weeks. The surveys included scales that measured teacher burnout (defined as emotional exhaustion, depersonalization, and lack of personal accomplishment) and the time engaged in coping strategies. The authors used statistical tests to compare differences in outcomes between the treatment and control groups.
Findings
Health and safety
- The study found a significant difference between the groups in coping strategies, with the treatment group using coping strategies more often than the control group.
- However, the study did not find significant differences between the groups in job burnout.
Considerations for Interpreting the Findings
This study was a randomized controlled trial that had high attrition. However, the authors ensured that the groups were similar before participation in the intervention. Therefore, the study is eligible for a moderate evidence rating. Additionally, the study authors consider p-values of less than 0.10 to be significant, though it is standard practice to consider results as statistically significant if the p-value is less than 0.05. Only results that demonstrate a p-value of less than 0.05 are considered statistically significant in this profile.
Causal Evidence Rating
Research Guidelines
Review Protocol: Living Systematic Annual Search and Review Protocol
Review Guidelines: Causal Evidence Guidelines