Abstract

The significant behavioral and mental health concerns of students and staff in public schools within the United States has led to an increased risk of stress and burnout in teachers, which may lead to subsequent physical and mental health related concerns for staff and negative educational outcomes for students. Due to these school-based concerns, action should be taken to meet the needs of staff and students. This study aimed to better understand the effect of brief, group-based ACTraining on teachers’ psychological flexibility, general stress, job-related burnout, and social validity by replicating and extending the findings of Gillard et al. (2021) and Paliliunas et al. (2023). This study took a mixed-methodological approach including both quantitative and qualitative data. The ACTraining had a limited positive effect on participants’ psychological flexibility, stress, and burnout. Most participants reported high levels of mental well-being and low levels of stress and burnout prior to the ACTraining, indicating a potential ceiling and floor effect, respectively. Participants identified the importance of time for reflection and connection with others, as well as the helpfulness of learning new ACT-specific skills such as acceptance, defusion, self-as-context, and values. Overall, future research should continue to support teachers in promoting their well-being and reducing their stress and burnout in a way that is feasible and socially valid, while also implementing systemic solutions to fit the increasing needs of students and school professionals.

Advisor

Chip Panahon

Committee Member

Shawna Peterson-Brown

Committee Member

Jeff Buchanan

Committee Member

Alex Panahon

Date of Degree

2025

Language

english

Document Type

Dissertation

Degree

Doctor of Psychology (PsyD)

Program of Study

School Psychology

Department

Psychology

College

Humanities and Social Sciences

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Rights Statement

In Copyright