Facilitators of and Barriers to Teachers' Engagement With Consumer Technologies for Stress Management: Qualitative Study

BACKGROUND

Consumer technology is increasingly being adopted to support personal stress management, including by teachers. Multidisciplinary research has contributed some knowledge of design and features that can help detect and manage workplace stress. However, there is less understanding of what facilitates engagement with ubiquitous "off the shelf" technologies, particularly in a specific occupational setting. An understanding of features that facilitate or inhibit technology use, and the influences of contexts on the manner of interaction, could improve teachers' stress-management opportunities.

OBJECTIVE

The aim of the study was to investigate the interaction features that facilitated or inhibited engagement with 4 consumer technologies chosen by teachers for stress management, as well as the influence of the educational contexts on their engagement. We also examined how use of well-being technology could be better supported in the school.

METHODS

The choice of consumer technologies was categorized in a taxonomy for English secondary school teachers according to stress-management strategies and digital features. Due to the COVID-19 pandemic, we adapted the study so that working from home in the summer could be contrasted with being back in school. Thus, a longitudinal study intended for 6 weeks in the summer term (in 2020) was extended into the autumn term, lasting up to 27 weeks. Teachers chose to use either a Withings smartwatch or Wysa, Daylio, or Teacher Tapp apps. Two semistructured interviews and web-based surveys were conducted with 8 teachers in England in the summer term, and 6 (75%) of them took part in a third interview in the autumn term. Interviews were analyzed using reflexive thematic analysis informed by interpretive phenomenological analysis.

RESULTS

Technology elements and characteristics such as passive data collation, brevity of interaction, discreet appearance, reminders, and data visualization were described by teachers as facilitators. Lack of instructions and information on features, connectivity, extended interaction requirements, and nondifferentiation of activity and exercise data were described as barriers. Mesocontextual barriers to engagement were also reported, particularly when teachers were back on school premises, including temporal constraints, social stigma, and lack of private space to de-stress. Teachers had ideas for feature improvements and how educational leadership normalizing teachers' stress management with consumer technologies could benefit the school culture.

CONCLUSIONS

Having preselected their stress-management strategies, teachers were able to harness design features to support themselves over an extended period. There could be an important role for digital interventions as part of teachers' stress management, which the school leadership would need to leverage to maximize their potential. The findings add to the holistic understanding of situated self-care and should inform developers' considerations for occupational digital stress support.

High School Teachers' Experiences of Consumer Technologies for Stress Management During the COVID-19 Pandemic: Qualitative Study

BACKGROUND

Stress in education is an adverse reaction that teachers have to excessive pressures or other types of demands placed on them. Consumer digital technologies are already being used by teachers for stress management, albeit not in a systematic way. Understanding teachers' experiences and the long-term use of technologies to support stress self-management in the educational context is essential for meaningful insight into the value, opportunity, and benefits of use.

OBJECTIVE

The aim of this study was first to understand teachers' experiences of consumer technologies for stress management. They were chosen by teachers from a taxonomy tailored to their stress management. The second aim was to explore whether their experiences of use evolved over time as teachers transitioned from working at home during lockdown to working full time on school premises.

METHODS

A longitudinal study intended for 6 weeks in the summer term (2020) was extended because of COVID-19 into the autumn term, lasting up to 27 weeks. Teachers chose to use a Withings smartwatch or the Wysa, Daylio, or Teacher Tapp apps. In total, 2 semistructured interviews and web-based surveys were conducted with 8 teachers in South London in the summer term, and 6 (75%) of them took part in a third interview in the autumn term. The interviews were analyzed by creating case studies and conducting cross-case analysis.

RESULTS

The teachers described that the data captured or shared by the technology powerfully illustrated the physical and psychosocial toll of their work. This insight gave teachers permission to destress and self-care. The social-emotional confidence generated also led to empathy toward colleagues, and a virtuous cycle of knowledge, self-compassion, permission, and stress management action was demonstrated. Although the COVID-19 pandemic added a new source of stress, it also meant that teachers' stress management experiences could be contrasted between working from home and then back in school. More intentional self-care was demonstrated when back in school, sometimes without the need to refer to the data or technology.

CONCLUSIONS

The findings of this study demonstrate that taking a situated approach to understand the real-world, existential significance and value of data generates contextually informed insights. Where a strategic personal choice of consumer technology is enabled for high school heads of year, the data generated are perceived as holistic, with personal and professional salience, and are motivational in the educational context. Technology adoption was aided by the pandemic conditions of home working, and this flexibility would otherwise need workplace facilitation. These findings add to the value proposition of technologies for individual stress management and workforce health outcomes pertinent to educators, policy makers, and designers.

Mood and implicit confidence independently fluctuate at different time scales

Mood is an important ingredient of decision-making. Human beings are immersed into a sea of ​​emotions where episodes of high mood alternate with episodes of low mood. While changes in mood are well characterized, little is known about how these fluctuations interact with metacognition, and in particular with confidence about our decisions. We evaluated how implicit measurements of confidence are related with mood states of human participants through two online longitudinal experiments involving mood self-reports and visual discrimination decision-making tasks. Implicit confidence was assessed on each session by monitoring the proportion of opt-out trials when an opt-out option was available, as well as the median reaction time on standard correct trials as a secondary proxy of confidence. We first report a strong coupling between mood, stress, food enjoyment, and quality of sleep reported by participants in the same session. Second, we confirmed that the proportion of opt-out responses as well as reaction times in non-opt-out trials provided reliable indices of confidence in each session. We introduce a normative measure of overconfidence based on the pattern of opt-out selection and the signal-detection-theory framework. Finally and crucially, we found that mood, sleep quality, food enjoyment, and stress level are not consistently coupled with these implicit confidence markers, but rather they fluctuate at different time scales: mood-related states display faster fluctuations (over one day or half-a-day) than confidence level (two-and-a-half days). Therefore, our findings suggest that spontaneous fluctuations of mood and confidence in decision making are independent in the healthy adult population.

Analysis of Start-Up Digital Mental Health Platforms for Enterprise: Opportunities for Enhancing Communication between Managers and Employees

The COVID-19 pandemic has resulted in employees being exposed to transformational stressors from within and outside the organization. This has created an opportunity for employee mental health solutions. Indeed, there has been a rapid growth in start-ups offering clinical mental health services via a digital health platform. These platforms servicing enterprise employee mental health needs have not been evaluated with respect to their ability to enhance management communication. Hence, the aims of the present study are to explore communication and service attributes across a sample of five operational leading commercial start-up platforms for mental service delivery to employees. We have observed that all platform models focused on providing on-demand mental health consultation services. Existing platforms fail to adequately support management communication for mental health solutions across 80% of platforms reviewed. We recommend that industry start-ups should understand the need for management engagement with digital mental health platforms. Digital mental health platform solutions in the workplace are ideally supported by valuing leadership communication. A culture around mental health will create sustainability in digital mental health solutions for an organization.