Background There are thousands of digital companions designed for emotional well-being and stress, including websites, wearables, and smartphone apps. Although public evaluation frameworks and ratings exist, they do not facilitate digital companion choice based on contextual or individual information, such as occupation or personal management strategies. Objective The aim of this study is to establish a process for creating a taxonomy to support systematic choice of digital companions for teachers’ stress self-management. Methods We used a 4-step study design. In step 1, we identified the dimension of stress self-management and strategic classifications. In step 2, we identified the dimension of the digital techniques and conceptual descriptions. In step 3, we created 6 criteria for the inclusion of digital companions. In step 4, we used the taxonomy framework created by steps 1 and 2 and populated it with digital companions for stress self-management, as identified in step 3. Results First, in the dimension of stress self-management, we identified four classes of strategies: educational, physiological, cognitive, and social. Second, in the digital techniques dimension, we derived four conceptual descriptions for the digital companions’ mechanisms of action: fostering reflection, suggesting treatment, peer-to-peer support, and entertainment. Third, we created six criteria for digital companion inclusion in the taxonomy: suitability, availability, evaluation, security, validity, and cost. Using the taxonomy framework and criteria, we populated it with digital companions for stress management ahead of presentation to teachers in a stress study workshop. Conclusions The elements of our approach can be generalized as principles for the creation of taxonomies for other occupations or conditions. Taxonomies such as this could be a valuable resource for individuals to understand which digital companion could be of help in their personal context.

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BACKGROUND Consumer technology is increasingly being adopted to support personal stress management, including by teachers. Multi-disciplinary research has contributed some knowledge of design and features that can help detect and manage workplace stress. There is less understanding however of what facilitates engagement with ubiquitous ‘off-the-shelf’ technologies, particularly in a specific occupational setting. An understanding of features that facilitate or inhibit technology use, and the influences of contexts on the manner of interaction, could improve teachers’ stress management opportunities. OBJECTIVE The aim of the study was to investigate interaction features that facilitated or inhibited use of four consumer technologies chosen by teachers for stress management, as well as the influence of the educational contexts. We also examined how wellbeing technology use could be better supported in the school. METHODS The choice of consumer technologies was framed for teachers according to stress-management strategy and digital features. A longitudinal study intended for six weeks in the summer term (2020) was extended into the autumn term for up to 27 weeks so working from home in the summer could be contrasted with being back in school, due to the Covid-19 pandemic. Teachers chose to use either a Withings smartwatch or Wysa, Daylio or Teacher Tapp Apps. Two semi-structured interviews and online surveys were conducted with 8 teachers in England in the summer term, and 6 of them took part in a third such interview in the autumn term. Interviews were analysed thematically. RESULTS Technology elements and characteristics such as passive data collation, brevity of interaction, discreet appearance, reminders and data visualisation were described by teachers as facilitators. Lack of instructions and information on features, connectivity, extended interaction requirements and non-differentiation of activity and exercise data were described as barriers. Meso-contextual barriers to engagement were also reported, particularly when teachers were back on school premises, including temporal constraints, social stigma and lack of private space to destress. Teachers had ideas for feature improvements and how educational leadership normalising teachers’ stress management with consumer technologies could benefit the school culture. CONCLUSIONS Having pre-selected their stress management strategies, teachers were able to harness design features to support themselves over an extensive period. There could be an important role for digital interventions as part of teachers’ stress management which school leadership would need to leverage to maximise their potential. The findings add to the holistic understanding of situated self-care and should inform developers’ considerations for occupational digital stress support.

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