Gratitude, therapy-based, and the single physical activity intervention positively contributed to teacher well-being, though the physical activity intervention did not mitigate burnout¶

Claim · All claims
Evidence · 1 study (3 entries) · review r2 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? All three gratitude interventions were supportive, with gratitude associated with lower emotional exhaustion and depersonalisation and small improvements in life satisfaction and personal accomplishment. → Pauliina Avola 2025 q3 i? Both therapy-based interventions were supportive, increasing acceptance of inner experiences and reducing stress or burnout symptoms. → Pauliina Avola 2025 (2) q2 i? The single physical activity intervention improved relatedness satisfaction, vigour, absorption and job satisfaction but did not improve dedication or mitigate burnout. → Pauliina Avola 2025 (3)

Evidence¶

Pauliina Avola 2025¶

Pauliina Avola, Tiina Soini-Ikonen, Anne Jyrkiäinen, Viivi Pentikäinen. (2025). Interventions to Teacher Well-Being and Burnout A Scoping Review. Educational Psychology Review. https://doi.org/10.1007/s10648-025-09986-2

q3 · i? · review · r2

Review's outcome synthesis for the gratitude theme (3 studies, all supportive). "an exercise focused on gratitude yielded small improvements in life satisfaction and personal accomplishment, along with a slight decrease in emotional exhaustion and depersonalisation"; Chan (2010) found gratitude inversely related to emotional exhaustion and depersonalisation.

"In another study by Chan (2011), an exercise focused on gratitude yielded small improvements in life satisfaction and personal accomplishment, along with a slight decrease in emotional exhaustion and depersonalisation."

Pauliina Avola 2025 (2)¶

Pauliina Avola, Tiina Soini-Ikonen, Anne Jyrkiäinen, Viivi Pentikäinen. (2025). Interventions to Teacher Well-Being and Burnout A Scoping Review. Educational Psychology Review. https://doi.org/10.1007/s10648-025-09986-2

q3 · i? · review · r2

Review's outcome synthesis for therapy-based interventions (ACT; CBT, one combined with music therapy). "Two (n=2) of the supportive interventions were therapy-based", increasing acceptance of inner experiences, reducing stress levels, enhancing efficacy, or reporting lower burnout symptoms (Biglan et al., 2013; Cheek et al., 2003).

"Two (n=2) of the supportive interventions were therapy-based."

Pauliina Avola 2025 (3)¶

Pauliina Avola, Tiina Soini-Ikonen, Anne Jyrkiäinen, Viivi Pentikäinen. (2025). Interventions to Teacher Well-Being and Burnout A Scoping Review. Educational Psychology Review. https://doi.org/10.1007/s10648-025-09986-2

q3 · i? · review · r2

The review's single physical activity intervention (Abós et al., 2021, quantitative with control group, N=57, 32 sessions over one academic year): "teachers in the experimental group reported significant improvements in relatedness satisfaction, vigour, absorption, and overall job satisfaction when compared to both the control group teachers and their baseline scores."

"the results indicated that teachers in the experimental group reported significant improvements in relatedness satisfaction, vigour, absorption, and overall job satisfaction when compared to both the control group teachers and their baseline scores."

Discussion¶

Related Claims¶

• Gratitude PPIs were subcategorised into letters, lists, induction, and action variants during toolbox selection — related
• Cognitive reappraisal protects teachers from emotional exhaustion and burnout, while expressive suppression and surface acting are negatively linked to teaching effectiveness — related
• Studies of emotional training of aspiring and practicing teachers report positive outcomes for dealing with emotions and reducing stress and burnout — related
• Teacher well-being intervention content falls into seven activity themes, with professional development (n=20) and mindfulness/meditation (n=12) most common — a broader claim this one bears on
• Most reviewed teacher well-being interventions (37 of 46) were categorised supportive, while 9 showed no significant impacts — a broader claim this one bears on
• A scoping review identified 46 peer-reviewed teacher well-being and burnout intervention studies covering 7369 participants in 15 countries, mostly quantitative — related
• Intervention contents align with PERMA-H mainly through engagement (25), relationships (17), positive emotions (14) and health (8), with no content matching meaning or accomplishment — related
• Most teacher well-being interventions target individual actions rather than community well-being — related
• Professional development interventions showed mixed outcomes, with 14 of 20 studies supportive and 6 non-supportive — related