The role of the primary school teacher in the prevention and management of pupil stress

Abstract

The present study deals with the role of primary school teachers in identifying the nature, symptoms and causes of stress among their pupils. It examines supporting strategies teachers currently use or would like to use to prevent or manage pupil stress. The teachers' perceptions of the various dimensions of pupils' development and the various aspects of their classroom practice in relation to pupil stress are also examined. 300 teachers in 24 primary schools in Malta and Gozo completed a questionnaire on the various aspects of pupil stress. The current study reveals that the national education system presents teachers with many challenges which restrict them from being more proactive in the prevention and management of pupil stress. Teachers' good intentions and willingness to take this role seriously and responsibly, however, are evident, with most teachers saying that they give importance to several aspects of classroom life and significant attention to children's emotional wellbeing. Nevertheless, these positive attitudes become partly thwarted by teachers' current practices. Indeed the majority of teachers recognise that most of the current academic activities are considerably stressful for their pupils and identify several obstacles to the use of some stress supporting strategies. The vast majority of teachers agree that not enough training and awareness are being provided locally to help them exercise this role more effectively. Many teachers, however, still rate themselves as being successful in the role of preventing and managing pupils' stress.