The Impact of Employee Wellness Programs on Student Achievement and Teacher-Student Relationships in Algebra 1 Classes in Title 1 Schools in Southeast United States

Abstract

With so much emphasis on standardized test scores and accountability, teacher wellness is a critical yet often overlooked phenomenon in educational settings. Yet, according to the American Institute of Stress (2019) and Kabito & Wami (2020), teachers today are more likely to suffer job-related stress than most other professionals worldwide. The estimated cost of stress for all employees in the United States workforce is over 300 billion dollars per year (World Health Organization, 2018).

High-stakes job demands, limited financial resources, a lack of participation in decision-making at the school, and a poor working environment put teacher stress at the forefront (Darling-Hammond, 2003; American Federation of Teachers, 2017; Jennings & Greenberg, 2009). Although school environment and structure seem to cause considerable stress for teachers, wellness has been linked to teachers' physical health, school stability, and academic achievement (Darling-Hammond, 2003; American Federation of Teachers, 2017; Jennings & Greenberg, 2009). Thus, failing to address the critical mental and physical health needs of teachers may affect their ability to meet the essential requirements of students. This study investigated how school-based employee wellness programs impact student achievement and teacher-student relationships in Algebra 1 classes in Title 1 middle schools in Georgia and South Carolina.