Welcome to the official website of Mind the Teacher, a five-episode podcast miniseries devoted to understanding and addressing the challenges posed by poor mental health in schools, particularly among teachers. Join hosts Seth Gershenson of American University and Steve Holt of SUNY Albany as they discuss the scientific research and perspectives of various stakeholders on the causes, consequences, and best responses to poor mental health in the teaching profession and in schools more generally. This podcast is generously supported by the Spencer Foundation and the website by American University’s School of Public Affairs. Below you will find links to the episodes themselves, podcast transcripts, guest bios, and relevant articles and further reading.
Questions and comments about the podcast can be directed to email@example.com.
Episode 1: Mental Health Matters
Hosts Seth and Steve introduce themselves and the topic of the podcast: mental health in schools. Two guests, Professors Eisenberg and Biasi, discuss how we conceptualize mental health and what we know about the determinants and consequences of poor mental health.
The article that we discussed in this episode of Mind the Teacher is available for download from the NBER here.
Professor of Health Management and Policy, UCLA Fielding School of Public Health
Daniel Eisenberg is a Professor of Health Policy of Management in Fielding School of Public Health at UCLA. His broad research goal is to improve understanding of how to invest effectively in the mental health of young people. He directs the Healthy Minds Network (HMN) for Research on Adolescent and Young Adult Mental Health (www.healthymindsnetwork.org). This research network administers the Healthy Minds Study, a national survey study of student mental health and related factors, and facilitates the development, testing, and dissemination of innovative programs and interventions for student mental health. He is currently writing a book about investments in children’s mental health, in collaboration with Ramesh Raghavan. You can learn more about his research here.
Visiting Assistant Professor at EIEF, Assistant Professor of Economics at Yale School Of Management, and Faculty Research Fellow at NBER
Barbara Biasi is a labour economist doing work on education, inequality, and creativity. Her current work includes various topics related to teachers' labour markets, the long-run effects of school finance equalization, and the effect of mental health on labour market outcomes. She holds a PhD from Stanford University.
You can learn more about her research here: www.barbarabiasi.com.
Episode 2: A Teacher's Perspective on Mental Health
In this episode we talk to an award-winning, longtime public school teacher in Massachusetts about his experiences in the classroom, in the teachers' union, and in various leadership positions in the school -- and how these experiences have shaped his views on how to best support teachers at every stage of their careers.
Articles cited in discussion:
We Learned a Lot About What Our Students Actually Need This Year. Now We Must Do Better.
Schools Must Prepare Now to Address Student and Teacher Trauma
Our school curriculum should include all
I have anxiety - mixed with optimism - as students return to my classroom
Social Studies Teacher
High Rock Middle School, Needham Massachusetts
Vice President for Communications of the Needham Education Association
Stephen is a vocal advocate for the rights and inclusion of LGBTQ students and staff in all aspects of educational policy, for resources to support student and teacher mental wellness, and for anti-racism and equity in our schools. Stephen has 20 years teaching ancient history, archaeology, and Classical Studies, has participated in archaeological digs in Greece and Italy, and is a member of the Educator Advisory Board of the Museum of Fine Arts, Boston. Stephen earned a BA in International Relations and Italian Studies from Boston University, an MEd from Boston College, and an MA in Ancient Greek and Roman Studies from Brandeis University.
Episode 3: Teachers are special, but is their mental health?
In this episode we review the research on how teachers' mental health compares to that of similar people in other professions, both before and during the Covid-19 pandemic. We discuss our own research on the topic, which uses data from the US and is what motivated the creation of this podcast, as well as researchers from University College London who've been conducting similar research in the UK and other OECD countries. Then we close the episode with a conversation with discussion of the most recent survey data available to see how things have changed in the past year and half.
Dr. Sam Sims is a Lecturer in the Centre for Education Policy and Equalising Opportunities (CEPEO) at University College London's (UCL) Institute of Education. His research focuses on teachers and teaching.
John Jerrim is a Professor in the Social Research Institute (SRI) at UCL's Institute of Education. His research focuses on international comparisons of educational achievement, wellbeing, educational assessment and educational inequalities. You can learn more about this research here. For further reading, see:
- Jerrim, J., & Sims, S. (In Press). School accountability and teacher stress: international evidence from the OECD TALIS study. Educational Assessment, Evaluation and Accountability, https://doi.org/10.1007/s11092-021-09360-0
- Jerrim, J., & Sims, S. (In Press). Has the mental health and wellbeing of teachers in England changed over time? New evidence from three datasets. Oxford Review of Education, https://doi.org/10.1080/03054985.2021.1902795
- Jerrim, J., & Sims, S. (2021). When is high workload bad for teacher wellbeing? Accounting for the non-linear contribution of specific teaching tasks. Teaching and Teacher Education, 105, https://doi.org/10.1016/j.tate.2021.103395
- Sims, S., Jerrim, J. , & Taylor, H. (2021). Is teaching bad for your health? New evidence from biomarker data. Oxford Review of Education, https://doi.org/10.1080/03054985.2021.1908246
- Jerrim, J., Sims, S., & Taylor, H. (2021). I quit! Is there an association between leaving teaching and improvements in mental health? British Educational Research Journal, 47(3), 692-724.
- Sims, S., & Jerrim, J. (2020). TALIS 2018: Teacher working conditions, turnover and attrition. Department for Education. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/873922/Teaching_and_Learning_International_Survey_2018_March_2020.pdf
- Allen, R., Benhenda, A., Jerrim, J., & Sims, S. (2020). New evidence on teachers’ working hours in England. An empirical analysis of four datasets. Research Papers in Education, https://doi.org/10.1080/02671522.2020.1736616
- Jerrim, J., Sims, S., Taylor, H., & Allen, B. (2020). How does the mental health and wellbeing of teachers compare to other professions? Evidence from eleven survey datasets. Review of Education, 8(3), 659-689.
- Zieger, L., Jerrim, J., & Sims, S. (2019). Comparing teachers’ job satisfaction across countries. A multiple-pairwise measurement invariance approach. Educational Measurement: Issues and Practice, 38(3), 75-85.
Elizabeth Steiner is a Policy Researcher. Her research is focused on ways to improve public education in the U.S., reduce racial and socioeconomic achievement gaps, and improve equity of educational and life outcomes. Her work addresses implementation of education reforms and policies – how systems of rules and incentives intended to encourage behavior toward a desired outcome function in practice, and how policies could be improved to promote desired outcomes. Current research topics include educator well-being, social and emotional learning, personalized and competency-based learning, teacher and school leader professional development, and postsecondary education financing.
The report that we discussed in her segment is available here.