Reducing Teacher Stress by Implementing Collaborative Problem Solving in a School Setting

Student behavior affects teacher stress levels and the student-teacher relationship. In this pilot study, teachers were trained in Collaborative Problem Solving (CPS), a cognitive-behavioral model that explains challenging behavior as the result of underlying deficits in the areas of flexibility/adaptability, frustration tolerance, and problem solving. It was hypothesized that teacher stress would be reduced when teachers' understanding of the underlying causes of student behavior shifted to a framework of skills development, and they began using a proactive, positive approach to misbehavior (CPS), with the support of mental health consultation. Results showed a significant decrease in teacher stress, as measured by self-report. Further, discipline referrals were significantly reduced. Limitations of the study and implications for school mental health consultation are also discussed.