Teachers’ perceptions of middle schoolers’ social concerns: strategies and barriers to supporting students’ social success

Dawes, Molly; Sterrett, Brittany I.; Norwalk, Kate E.; Farmer, Thomas W.; Hamm, Jill V.

doi:10.1007/s11218-021-09622-1

Cited by 3 publications

(1 citation statement)

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“…To illustrate the types of concerns and strategies we have consistently heard from teachers and administrators over the past three decades, we summarize the key issues raised by focus group participants related to early adolescents’ behavioral difficulties and their perspectives on their professional development needs to assist them in better supporting the school success of students who struggle. Recruitment and data collection procedures, participant characteristics, and analytic procedures can be found in Dawes and colleagues (2021).…”

Section: From the Frontlines: Teachers’ Perspectivesmentioning

confidence: 99%

Enhancing Teachers’ Capacity to Manage Classroom Behavior as a Means to Reduce Burnout: Directed Consultation, Supported Professionalism, and the BASE Model

Dawes,

Sterrett,

Brooks

et al. 2024

Journal of Emotional and Behavioral Disorders

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More than a buzzword, teacher burnout captures the zeitgeist of the last few years as schools grapple with the challenges of education in a post-COVID-19 pandemic world. Garwood sounds an alarm and issues a call to action to address teacher burnout given its implications on students in general and, more specifically, on its implications for the fidelity of service delivery interventions for those students most in need. Of the malleable factors related to burnout, this article focused on teachers’ capacity to manage classroom behavior and discusses the potential of the Behavioral, Academic, and Social Engagement (BASE) Model to disrupt processes that can lead to teacher burnout. To illustrate the model’s potential, we present perspectives from middle school teachers shared in focus groups about challenging classroom behaviors and their professional development needs, and we discuss how the BASE Model can help address teachers’ capacity for managing their classroom context. Implications for teacher training and supported professionalism to reduce burnout are discussed.

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Section: From the Frontlines: Teachers’ Perspectivesmentioning

confidence: 99%