RESEARCH_FILE
Keith C. Herman
University of Missouri
Known for:Linking teacher stress and coping profiles directly to classroom practice and student outcomes
SEE THE PRACTICE
Turn a thought this research explains into one clear move.
THE THOUGHT
“I can’t stop thinking about that kid’s home situation”
YOUR RECORDED RESPONSE
“Thinking about him at night doesn't keep him safer—reporting what I've seen to someone with resources does.”
ONE PRIVATE MOVE
Write down one specific observation about this student's situation (a detail you've noticed, something they said, a change in behavior). Read it aloud to yourself, then forward it to a school counselor, social worker, or administrator. You don't send a lengthy analysis—just the…
Key findings
- 2018
With Hickmon-Rosa and Reinke, identified four empirically derived teacher stress-and-coping profiles; teachers in the high-stress/low-coping group showed more observed reprimands and lower self-efficacy, and their students reported higher depression. Empirically Derived Profiles of Teacher Stress, Burnout, Self-Efficacy, and Coping and Associated Student Outcomes ↗
- 2020
With Prewett, Eddy, Savala and Reinke, found 94% of middle school teachers across a multi-district sample reported high stress, split almost evenly between high-coping and low-coping subgroups, with only 6% reporting low stress overall. Profiles of Middle School Teacher Stress and Coping: Concurrent and Prospective Correlates ↗