The DOI matches its Crossref record; 48 of the 48 references it cites were found in a registry or an index.
Teachers' wellbeing and depressive symptoms, and associated risk factors: A large cross-sectional study in English secondary schools
Open accessAbstract
BACKGROUND: Teachers have been shown to have high levels of stress and common mental disorder, but few studies have examined which factors within the school environment are associated with poor teacher mental health. METHODS: Teachers (n=555) in 8 schools completed self-report questionnaires. Levels of teacher wellbeing (Warwick Edinburgh Mental Wellbeing Scale-WEMWBS) and depressive symptoms (Patient Health Questionnaire-PHQ-9) were measured and associations between these measures and school-related factors were examined using multilevel multivariable regression models. RESULTS: The mean (SD) teacher wellbeing score (47.2 (8.8)) was lower than reported in working population samples, and 19.4% had evidence of moderate to severe depressive symptoms (PHQ-9 scores >10). Feeling unable to talk to a colleague when feeling stressed or down, dissatisfaction with work and high presenteeism were all strongly associated with both poor wellbeing (beta coefficients ranged from -4.65 [-6.04, -3.28] to -3.39 [-5.48, -1.31]) and depressive symptoms (ORs ranged from 2.44 [1.41, 4.19] to 3.31 [1.70, 6.45]). Stress at work and recent change in school governance were also associated with poor wellbeing (beta coefficients=-4.22 [-5.95, -2.48] and -2.17 [-3.58, -0.77] respectively), while sickness absence and low student attendance were associated with depressive symptoms (ORs=2.14 [1.24, 3.67] and 1.93 [1.06, 6.45] respectively). LIMITATIONS: i) This was a cross-sectional study; causal associations cannot be identified ii) several of the measures were self-report iii) the small number of schools reduced study power for the school-level variables CONCLUSIONS: Wellbeing is low and depressive symptoms high amongst teachers. Interventions aimed at improving their mental health might focus on reducing work related stress, and increasing the support available to them.
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“However, the active support of teachers for their colleagues and students was not related to TWB in one study (Kidger et al., 2016).”
From Teacher well-being: A systematic review of the research literature from the year 2000–2019 (2021) · cites this paper as Kidger et al., 2016
In the citing paper
“There may be individual differences as, surprisingly, Kidger et al. (2016) found that TWB was not related to proactive support given to colleagues and students.”
From Teacher well-being: A systematic review of the research literature from the year 2000–2019 (2021) · cites this paper as Kidger et al. (2016)
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Metadata
- Authors
- Kidger, J., Brockman, R., Tilling, K., Campbell, R., Ford, T., Araya, R., King, M., & Gunnell, D.
- Affiliations
- University of Bristol (GB)
- University of Exeter (GB)
- London School of Hygiene & Tropical Medicine (GB)
- University College London (GB)
- Corresponding author
- Kidger, Judi
- ORCID
- Venue
- Journal of Affective Disorders
- Publisher
- Elsevier BV
- Published
- 2016-03
- Volume
- 192
- Pages
- 76-82
- ISSN
- 0165-0327 (ISSN-L)
- OpenAlex
- W2216632161
- Cited by
- 330
- References
- 48
- Citations by year
- 2026: 22 · 2025: 32 · 2024: 39 · 2023: 40 · 2022: 55 · 2021: 37 · 2020: 39 · 2019: 30 · 2018: 11 · 2017: 14 · 2016: 5
- FWCI
- 31.61
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- Journal of Affective Disorders (publishedVersion, cc-by-nc-nd)
- PubMed (publishedVersion)
- Explore Bristol Research (publishedVersion, cc-by-nc-nd)
- LSHTM Research Online (London School of Hygiene and Tropical Medicine) (acceptedVersion)
- UCL Discovery (University College London) (submittedVersion)
- Figshare (submittedVersion)
- Research Portal (King's College London) (submittedVersion, cc-by-nc-nd)
- Open Research Exeter (University of Exeter) (submittedVersion, cc-by-nc-nd)
- Bristol Research (University of Bristol) (submittedVersion, cc-by-nc-nd)
- Funders
- England's National Institute for Health Research's School for Public Health Research
- Topics
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Occupational Health and Burnout
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Workplace Health and Well-being
- Health Sciences › Health Professions › General Health Professions › Healthcare professionals’ stress and burnout
- Keywords
- teacher well-being, depressive symptoms, teacher mental health, occupational stress, school environment, job dissatisfaction, presenteeism, sick leave, student attendance, peer support, secondary school teachers
- MeSH terms
- Adult, Cross-Sectional Studies, Depression, Faculty, Female, United Kingdom, Humans, Mental Health, Middle Aged, Occupational Diseases, Surveys and Questionnaires, Risk Factors, Schools, Occupational Health, Workplace
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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