Teachers have lives too! But is it affecting children and their behaviors?

                Teachers have lives too! But is it affecting children and their behaviors?

Have you ever considered the fact that teachers, DO, have their own daily routines and children of their own? They are just like you and I, where heading to the local supermarket on a Sunday afternoon is part of the various errands on the typical American’s schedule. Yes, it’s true we could see them anywhere, and then there comes that feeling of humiliation when they begin to have conversation with your parents about your “little to no progress” in math, of which you thought you were doing exceptionally well in, has turned into an intervention on studying skills, no more tweets about the World Cup matches, and how slumber parties are completely out of the picture. Even those teachers feel every type of emotion and struggle, but could bringing this baggage in the classroom affect behaviors in adolescents and children? “Depression in preschool teachers is associated with behavioral problems ranging from aggression to sadness in children under the teachers’ care,” (Caldwell, 2014) according to researchers from Ohio State. 

In fact, researchers conducted the environment of classrooms as a prime factor to behavioral concerns as well as, coping with fresh alterations from separation anxiety to inheriting a completely new atmosphere. Children have already felt the afflictive and agitation to the fact that home is now a location of rest and bathing accommodations and school has become a domestic where, an average, 6-9 hours five days out of the week are spent in learning facilities. Alternating from such a comfort, to a constant routine can become strenuous, as a matter of fact; change is one of the most immense tasks to endure. 

Ohio State University, began to further conclude their investigations to view how teachers impacted the result of children education wise, but also behavioral. When teachers reported their level of depression, surveys showed that facility who reported high levels of depression and stress created more of an unhealthy atmosphere and setting, which created tension for children. Adolescents displayed a quantity of aggression, depression, or animosity. Cynthia Buettner, “associate professor of human sciences at Ohio State and senior author of the paper,” (Caldwell, 2014) accepts that depressed facilities and staff have influenced children and learning abilities, “we know high-quality early childhood education is critical and we also know that very few programs in the United States are truly high in quality. So how do we get there?” (Caldwell, 2014) Local schools have already considered counseling and meetings to address any existent affliction at home, business or personal related.   

Elizabeth Valladares,
Behavioral Healthcare Intern
GAACS Accreditation