Risk for Mental Health Distress Among PreK‐12 Teachers During the COVID‐19 Pandemic

ABSTRACT Throughout the COVID‐19 pandemic, teachers risked their physical and mental health to continue providing educational services to students. This study examined the prevalence of mental health distress and risk factors among a sample of teachers from the mid‐Atlantic United States. PreK‐12 educators ( N = 1295) completed online cross‐sectional quantitative surveys between October 2020 and January 2021. After obtaining descriptive statistics on rates of posttraumatic stress, depression, anxiety, risky alcohol use, and insufficient sleep, logistic regressions were conducted to examine risk factors for screening positive for clinically meaningful distress. The majority of respondents (65%) screened positive for clinically significant mental health distress on at least one condition, with specific prevalence as follows: traumatic stress (51%), depression (36%), anxiety (50%), risky alcohol use (34%), insufficient sleep (56%). Teachers (vs. other school personnel) had a significantly higher chance of screening positive. Greater chances of screening positive for mental health distress was also associated with having an immunocompromising medical condition, teaching remotely, working more hours, and being younger, female, and/or being a racial and ethnic minoritized‐identifying educator. K‐12 teachers had high risk for mental health distress, increased by risk factors in educational, demographic, and COVID‐19 specific dimensions that have implications for policy and intervention.