In recent years, a growing number of public schoolteachers have grappled with burnout, prompting concern and research into effective intervention strategies. Leslie Hillen, an experienced educator and administrator with over two decades in K-12 education, has taken up the mantle of addressing veteran teachers’ well-being through innovative approaches. Her focus lies in integrating yoga as a means to foster wellness among educators.
Reflecting on the changing landscape of education, Hillen remarked, “There was a time when teachers stayed for decades; now turnover is high. Teaching isn’t the lifelong career it used to be.” Her concern stems from observing the toll of compassion fatigue and secondary traumatic stress on teachers, conditions akin to post-traumatic stress disorder (PTSD) resulting from prolonged exposure to students’ traumatic experiences.
Hillen’s journey into yoga began with her certification as an instructor in 2018, driven by a desire to introduce self-care practices into schools. She teaches a trauma-informed vinyasa style, emphasizing fluid movements synchronized with breathwork to mitigate trauma responses and enhance confidence among teachers.
Her ongoing research, part of her doctoral dissertation at the University of Northern Colorado, employs a mixed-methods approach. The study, featuring a pre-post design, combines qualitative and quantitative data to assess the impact of yoga on teacher well-being. Participants, all K-12 educators predating the COVID-19 era, engaged in weekly yoga sessions either in person, via Zoom, or through recorded sessions. Surveys and interviews before and after the six-week program aimed to gauge changes in compassion satisfaction, secondary traumatic stress, and burnout levels.
“I wanted to move beyond identifying stressors to exploring viable solutions,” Hillen explained. Her advisor, Amie Cieminski, underscored the significance of Hillen’s work, noting the scarcity of proactive interventions for teacher stress in existing research.
Cieminski, an associate professor at the College of Education and Behavioral Sciences, praised Hillen’s dedication: “Her research contributes significantly to understanding teacher stress and the potential of yoga as a support tool.”
Looking ahead, Hillen plans to disseminate her findings through educational journals, hoping to spark awareness among school administrators about the critical need for teacher support. Beyond her academic pursuits, she aims to continue collaborating with educators to refine wellness practices and conduct further research aimed at benefiting current and future teachers.
In summarizing her aspirations, Hillen affirmed, “This research isn’t just about proving yoga’s efficacy; it’s about listening to teachers and their experiences with stress and burnout.”
As she nears completion of her doctoral studies later this year, Hillen remains steadfast in her commitment to enhancing the well-being of educators, viewing her work as a catalyst for broader improvements in teacher quality of life.
By aligning research rigor with compassionate advocacy, Leslie Hillen exemplifies a proactive approach to addressing the pressing issue of teacher burnout in today’s educational landscape.
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