Teacher Stress and Resilience During the Cascading Events of Winter Storm Uri and COVID-19

Authors

  • Sarah Kelton University of Texas at Austin
  • Madison Blaydes University of Texas at Austin
  • Cassandra A. Gearhart University of Texas at Austin
  • Caroline H. Weppner University of Texas at Austin
  • Christopher J. McCarthy University of Texas at Austin

DOI:

https://doi.org/10.32674/jtse.v3i1.5250

Keywords:

teachers, stress, trauma, thematic analysis, COVID-19

Abstract

Teachers experienced additional hardship throughout the pandemic, including new stressors, contributing to worsened mental health. Many teachers across the Southwest endured the added strain of Winter Storm Uri in February of 2021. This qualitative study explored the impacts of the winter storm on teachers' experiences of stress and trauma within their work and personal lives, with the intention of better understanding support options to provide teachers during and after similar crises. Qualitative analysis was conducted using inductive thematic analysis and yielded five main themes: instructional impacts, administrator and district relations, psychological impacts, basic resource impacts, and concern for others. Results from the analysis illuminated teachers’ sources of stress, resilience, and support in coping with trauma. Implications for responses to potential future natural disasters, including possible policy changes and interventions, are explored.

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Published

2024-03-30

How to Cite

Sarah Kelton, Madison Blaydes, Cassandra A. Gearhart, Caroline H. Weppner, & Christopher J. McCarthy. (2024). Teacher Stress and Resilience During the Cascading Events of Winter Storm Uri and COVID-19. Journal of Trauma Studies in Education, 3(1), 34–55. https://doi.org/10.32674/jtse.v3i1.5250

Issue

Section

Research Papers