Date of Award

Spring 5-20-2024

Document Type

Campus Access Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

School Psychology

First Advisor

Lindsay Fallon

Second Advisor

Melissa Collier-Meek

Third Advisor

Amy Cook

Abstract

With teachers reporting increasingly high levels of burnout and lower well-being, it is critical to find ways to better support teachers. Recent research has shed light on the detrimental effects of poor teacher well-being and chronic stress on several teacher, school, and student outcomes. Teacher well-being and stress management interventions have gained attention for their positive effects; however, they can often be time and resource intensive. The ACHIEVER Resilience Curriculum (ARC) was developed as an efficient, cost-effective, feasible, and comprehensive intervention designed to train educators in skills, habits and routines for managing stress and promoting well-being. As such, the present study used a single case multiple baseline design to provide five elementary school teachers with a shortened, individualized and hybrid version of the ARC and examined the impact of this intervention on teacher and student outcomes including (1) teacher well-being, (2) teacher stress, (3) positive teacher-student interactions, (4) student disruptive behavior, (5) student well-being behavior, and (6) teacher social validity. Results varied across teacher participants and across variables observed. Modest improvements to teacher well-being and positive teacher-student interactions were observed for some, but not all, participants. Conclusions could not be made regarding the impact of the ARC on teacher stress, class-wide student disruptive behavior and class-wide student well-being behavior due to the lack of sufficient demonstrations of effect. Participating teachers found the ARC intervention to be highly feasible, acceptable and understandable. Implications for school psychologists and future research on the ARC and other well-being interventions are discussed.

Comments

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