ABC Mental Health: A Behavioral Study of K-12 Teachers and School Staff

Status

Completed

Phases

Study type

Interventional

Source

ClinicalTrials.gov

Registry ID

NCT05574764

Enrollment

Registered

2022-10-12

Start date

2022-10-31

Completion date

2023-10-03

Last updated

2024-11-12

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

Burnout, Professional, Mental Health Wellness 1, Self Efficacy

Brief summary

This study looks at school employees' mental health, well-being, and effectiveness before and after completing a professional development workshop. The participants' schools are offering the Cultivating Awareness and Resilience in Education (CARE) professional development workshop to all teachers, staff, and administrators. CARE will be presented in three in-person training sessions over two to three months during the school year. People who participate in CARE are asked to answer questions about their demographic information, mental health, well-being, and effectiveness before the workshop and two times after completing the workshop. This consent form provides the necessary information for people interested in answering these questions to make an informed decision. This consent form is not for the professional development workshop. Taking part in the workshop and questionnaires is optional. This study is being conducted because teachers, school staff, and children's mental health has declined since the beginning of the COVID-19 pandemic. The investigators hope to use information collected in this study to tell schools, local public health officials, and state leaders how best to support teachers' mental health and well-being. There are minimal risks associated with this study. The greatest risk of this study is loss of confidentiality.

Interventions

BEHAVIORALCultivating Awareness and Resilience in Education (CARE)

CARE provides teachers and staff with tools and resources to reduce stress, prevent burnout, enliven teaching, and help students thrive socially, emotionally, and academically. CARE blends instruction with experiential activities, reflection, and discussion.

Study design

Allocation

NON_RANDOMIZED

Intervention model

PARALLEL

Primary purpose

OTHER

Masking

NONE

Eligibility

Sex/Gender

ALL

Age

18 Years to No maximum

Healthy volunteers

Yes

Inclusion criteria

* Adult participant, defined as an adult (18 years or older) employed by a school working with youth in kindergarten through 12th grade. * Fluent in the English language

Exclusion criteria

* N/A

Design outcomes

Primary

Measure	Time frame	Description
Change in Stress After Completion of the CARE Workshop Using the Perceived Stress Scale (PSS) Scale	Prior to intervention (baseline), 1 week post intervention, 2 months post intervention	The PSS scale measures the perception of stress by examining the degree to which situations in one's life are assessed as stressful. The PSS scale has a minimum score of 0 and maximum score of 16. A higher score on the PSS scale reflects a worse outcome, because it indicates that the participant perceives stress more frequently in their life.
Change in Anxiety in Teachers After Completion of the CARE Workshop Using the Generalized Anxiety Disorder 7 (GAD-7) Scale.	Prior to intervention (baseline), 1 week post intervention, 2 months post intervention	The GAD-7 measures generalized anxiety traits. Scores range from 0 to 21, with higher scores indicating the respondent experienced increased frequency in anxiety-related symptoms.
Change in Depression After Completion of the CARE Workshop Using the Patient Health Questionnaire 8 (PHQ-8) Scale	Prior to intervention (baseline), 1 week post intervention, 2 months post intervention	The PHQ-8 scale is used to provide a brief report on depression symptoms. Scores range from 0 to 24, with higher scores indicating that the respondent experiences depression related symptoms at a higher frequency.
Change in the Self-effectiveness of Teachers After Completion of the CARE (Cultivating Awareness and Resilience in Education) Workshop Using the Teachers' Sense of Efficacy Scale (TSES)	Prior to intervention (baseline), 1 week post intervention, 2 months post intervention	The TSES is used for rating teachers' efficacy in engaging students, providing instructional strategies, and managing classrooms. Total scores range from 1 to 9, with higher scores indicating a greater sense of efficacy. Scores are also calculated for three subscales measuring engagement, instruction and management.
Change in Efficacy in Student Engagement of Teachers After Completion of the CARE (Cultivating Awareness and Resilience in Education) Workshop Using the Teachers' Sense of Efficacy Scale (TSES)	Prior to intervention (baseline), 1 week post intervention, 2 months post intervention	The TSES is used for rating teachers' efficacy in engaging students, providing instructional strategies, and managing classrooms. Student engagement scores range from 1 to 9, with higher scores indicating a greater sense of efficacy.
Change in Efficacy in Instructional Strategies of Teachers After Completion of the CARE (Cultivating Awareness and Resilience in Education) Workshop Using the Teachers' Sense of Efficacy Scale (TSES)	Prior to intervention (baseline), 1 week post intervention, 2 months post intervention	The TSES is used for rating teachers' efficacy in engaging students, providing instructional strategies, and managing classrooms. Instructional strategies scores range from 1 to 9, with higher scores indicating a greater sense of efficacy.
Change in Efficacy in Classroom Management of Teachers After Completion of the CARE (Cultivating Awareness and Resilience in Education) Workshop Using the Teachers' Sense of Efficacy Scale (TSES)	Prior to intervention (baseline), 1 week post intervention, 2 months post intervention	The TSES is used for rating teachers' efficacy in engaging students, providing instructional strategies, and managing classrooms. Classroom management scores range from 1 to 9, with higher scores indicating a greater sense of efficacy.
Change in Emotional Exhaustion (EE) After Completion of the CARE Workshop Using the Maslach Burnout Inventory (MBI)	Prior to intervention (baseline), 1 week post intervention, 2 months post intervention	The Maslach Burnout Inventory - Educator Survey is used for assessing burnout by identifying how educators view their jobs and the individuals with who they work. Scores are calculated for the three subscales measuring emotional exhaustion (EE), depersonalization (DP), and personal accomplishment (PA). The EE subscale has a minimum score of 0 and maximum score of 54. A higher score on the EE subscale reflects a worse outcome, because it indicates that the participant is experiencing emotional exhaustion more frequently.
Change in Depersonalization (DP) After Completion of the CARE Workshop Using the Maslach Burnout Inventory (MBI)	Prior to intervention (baseline), 1 week post intervention, 2 months post intervention	The Maslach Burnout Inventory - Educator Survey is used for assessing burnout by identifying how educators view their jobs and the individuals with who they work. Scores are calculated for the three subscales measuring emotional exhaustion (EE), depersonalization (DP), and personal accomplishment (PA). The DP subscale has a minimum score of 0 and maximum score of 30. A higher score on the DP subscale reflects a worse outcome, because it indicates that the participant depersonalizes others more frequently.
Change in Personal Accomplishment (PA) After Completion of the CARE Workshop Using the Maslach Burnout Inventory (MBI)	Prior to intervention (baseline), 1 week post intervention, 2 months post intervention	The Maslach Burnout Inventory - Educator Survey is used for assessing burnout by identifying how educators view their jobs and the individuals with who they work. Scores are calculated for the three subscales measuring emotional exhaustion (EE), depersonalization (DP), and personal accomplishment (PA). The PA subscale has a minimum score of 0 and maximum score of 48. A higher score on the PA subscale reflects a better outcome, because it indicates that the participant recognizes personal accomplishments more frequently.

Other

Measure	Time frame	Description
Perceptions of Students' Behavior and Academic Performance After Completing the CARE Workshop Using the Result of Cultivating Awareness and Resilience in Education (CARE) Scale	1 week post intervention, 2 months post intervention	The Result of CARE scale measures participants' perceived changes in students' behavior and academic performance after completing CARE. The Result of CARE scale has a min score of 1 and max score of 5: A score of 4 or 5 indicates an improvement in student behavior and academic performance; a score of 3 indicates no change in student behavior and academic performance; a score of 1 or 2 indicates a decline in student behavior and academic performance.
Perceptions of Self-resiliency and Classroom Management After Completing the CARE Workshop Using the Cultivating Awareness and Resilience in Education (CARE) Professional Development (PD) Scale	1 week post intervention, 2 months post intervention	The CARE PD scale measures the participants' perceived changes in self-resiliency and classroom management after completing CARE. The CARE Professional Development Program scale has a min score of 1 and max score of 5: A score of 4 or 5 indicates an improvement in resiliency skills and classroom management; a score of 3 indicates no change in resiliency skills and classroom management; a score of 1 or 2 indicates a decline in resiliency skills and classroom management.

Countries

United States

Participant flow

Recruitment details

School employees (teachers and staff) from two school districts in North Carolina, Caldwell County and Washington County, participated in this study.

Pre-assignment details

Administrative and Non-Administrative Staff groups were combined due to low enrollment in those groups. Per protocol, If the number of workshop participants for the administrative or non-administrative staff group is less than 10, then these participants will be grouped together.

Participants by arm

Arm	Count
Teachers This cohort includes K-12 teachers. Schools will offer all teachers the professional development program called Cultivating Awareness and Resilience in Education (CARE) . CARE will be presented in three in-person training sessions over two to three months during the school year. Tools include mindful awareness practices and caring and emotion skills training. Each intervention workshop includes 30 to 35 participants and a facilitator, who is part of the CARE team. The workshops will be held at a location selected by the school, likely on their campus. Cultivating Awareness and Resilience in Education (CARE): CARE provides teachers and staff with tools and resources to reduce stress, prevent burnout, enliven teaching, and help students thrive socially, emotionally, and academically. CARE blends instruction with experiential activities, reflection, and discussion.	37
Staff, Administrative and Non-Administrative Schools will offer all administrative and non-administrative staff the professional development program called Cultivating Awareness and Resilience in Education (CARE) . CARE will be presented in three in-person training sessions over two to three months during the school year. Tools include mindful awareness practices and caring and emotion skills training. Each intervention workshop includes 30 to 35 participants and a facilitator, who is part of the CARE team. The workshops will be held at a location selected by the school, likely on their campus. Cultivating Awareness and Resilience in Education (CARE): CARE provides teachers and staff with tools and resources to reduce stress, prevent burnout, enliven teaching, and help students thrive socially, emotionally, and academically. CARE blends instruction with experiential activities, reflection, and discussion.	16
Total	53

Baseline characteristics

Characteristic	Staff, Administrative and Non-Administrative	Total	Teachers
Age, Categorical <=18 years	0 Participants	0 Participants	0 Participants
Age, Categorical >=65 years	0 Participants	0 Participants	0 Participants
Age, Categorical Between 18 and 65 years	16 Participants	53 Participants	37 Participants
Current grade level Elementary School	8 participants	25 participants	17 participants
Current grade level High School	7 participants	25 participants	18 participants
Current grade level Middle School	3 participants	5 participants	2 participants
Race/Ethnicity, Customized Race/Ethnicity Asian/Filipino	0 Participants	1 Participants	1 Participants
Race/Ethnicity, Customized Race/Ethnicity Black/African American	4 Participants	10 Participants	6 Participants
Race/Ethnicity, Customized Race/Ethnicity Not reported	0 Participants	1 Participants	1 Participants
Race/Ethnicity, Customized Race/Ethnicity White/Caucasian	12 Participants	41 Participants	29 Participants
Region of Enrollment United States	16 Participants	53 Participants	37 Participants
Sex/Gender, Customized Gender Female	12 Participants	41 Participants	29 Participants
Sex/Gender, Customized Gender Male	3 Participants	10 Participants	7 Participants
Sex/Gender, Customized Gender Non-binary	0 Participants	1 Participants	1 Participants
Sex/Gender, Customized Gender Not reported	1 Participants	1 Participants	0 Participants
Years at current grade level	6.9 years STANDARD_DEVIATION 6.88	9 years STANDARD_DEVIATION 6.92	9.9 years STANDARD_DEVIATION 6.83
Years at current school	5.1 years STANDARD_DEVIATION 4.79	7.1 years STANDARD_DEVIATION 6.05	8 years STANDARD_DEVIATION 6.38
Years in current role	6.2 years STANDARD_DEVIATION 5.88	9.8 years STANDARD_DEVIATION 6.85	11.3 years STANDARD_DEVIATION 6.73

Adverse events

Event type	EG000 affected / at risk	EG001 affected / at risk
deaths Total, all-cause mortality	0 / 0	0 / 0
other Total, other adverse events	0 / 0	0 / 0
serious Total, serious adverse events	0 / 0	0 / 0

Outcome results

Primary

Change in Anxiety in Teachers After Completion of the CARE Workshop Using the Generalized Anxiety Disorder 7 (GAD-7) Scale.

The GAD-7 measures generalized anxiety traits. Scores range from 0 to 21, with higher scores indicating the respondent experienced increased frequency in anxiety-related symptoms.