Exploring the stress management and well-being needs of pre-service teachers

Pre-service teachers (PSTs) receive limited stress management training despite evidence of teachers' stress and its consequences on students. This study used a multistakeholder approach to conduct semi-structured interviews with PSTs, in-service teachers, school administrators, and directors of teacher preparation, informing a quantitative survey for PSTs across Canada to (1) identify expected stressors, (2) determine support/strategies, and (3) prioritize stress management delivery options. Thematic and descriptive analyses suggest agreement for teacher education to include preparation on stress management, self-care, mindfulness, and effective communication. To best support PSTs, teacher preparation programs should consider implementing stress management within the curricula. • Conducted a needs assessment around stress management for pre-service teachers using a sequential exploratory design whereby interviews with pre-service teachers, in-service teachers, school administrators, and directors of teacher preparation informed the development of a survey distributed to pre-service teachers. • All stakeholders involved in the current research acknowledged the impact of emotional and physical demands on educator stress management well-being. • Pre-service teachers feel overwhelmed and unprepared, particularly for the administrative and emotional demands associated with the profession. • There is unanimous support for the inclusion of stress management training within teacher preparation, specifically focusing on themes such as classroom management, addressing diverse student needs, conflict resolution, self-care, emotional regulation, communication skills, time management, and mindfulness. • Results indicate that mandated stress management curricula in teacher education are supported by multiple stakeholders.