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The part I am editing comes from https://en.wikipedia.org/wiki/Teacher. I edited the subsection called Occupational hazards (point #5).

Occupational hazards

Main article: Occupational hazard

Teachers face several occupational hazards in their line of work, including occupational stress, which can negatively impact teachers' mental and physical health, productivity, and students' performance. Stress can come from many sources including organizational change, relationships with students, teachers, and administrative personnel, and the working environment. Teachers are also at high risk for occupational burnout[1], which can be brought about by chronic stress from job demands[2] and an absence of job or personal resources to cope with those demands.

A 2000 study cited by Naghieh et al. (2015) found that 42% of UK teachers experienced occupational stress, twice the figure for the average profession.[3] In addition, they also cited a 2012 study that found that teachers experienced double the rate of anxiety, depression, and stress than the average worker.[4] Other studies, as cited by McCarthy (2019)[5] have reported roughly 25% of the teaching workforce experiencing high levels of stress including Great Britain, Italy, Malaysia, Germany, Australia and the US.

One issue cited by teachers as stressful is student misbehavior which consists of anything that can interfere with classroom instruction or learning. Examples include students arriving late, talking out of turn, off-task behavior and disrespect or verbal abuse towards the teacher.[6] Student misbehavior has been consistently linked with teacher emotional exhaustion and burnout.[7]

Moreover, a teacher’s relationship with parents and the parents participation in their child’s learning is often critical to a young student’s success. But teachers may be faced with criticism, an absence of cooperation and conflict with parents. When unresolved these may pose additional stress on a teacher and may be a factor in teachers’ developing burnout.[8][9]

And while good co-worker relationships has been shown to increase job satisfaction and productivity, poor co-worker relationships can lead to increased stress and reduced occupational health.[10]

Every place of work has their own types of support, and issues. But how a person copes with the stress can make a big difference in terms of its impact on the exposed employees. There are two broad types of strategies: adaptive and maladaptive coping strategies. Put simply, adaptive coping strategies are helpful, whereas maladaptive ones are harmful.[11]

Problem solving is considered adaptive, and so is seeking help, planning and positive reinterpretation have all been shown to help people overcome problems and improve mental health. Whereas, rumination, aggression, and avoiding issues has been associated with decreased mental health, and are generally not adaptive.[12]

Providing teachers with resources to cope with stress, can help teachers better navigate these occupational hazards. Resources to cope may include offering an employee assistance program, which can provide counselling and coaching services to deal with specific issues teachers are facing both off and on the job. Also, more generally providing positive social support can help teachers process and act on events in a more positive manner.[13]

Skill development opportunities can also help equip teachers with the resources they need to meet their job demands.[14] Helping teachers develop better classroom management strategies, time management and to have a better understanding of the challenges individual students face may better prepare them to manage the complexities of the classroom and to cope with these occupational stresses.[15]

More broadly there are several ways to mitigate the occupational hazards of teaching. Things that could be looked at are workload, competency and training, organizational support and recognition, the physical environment, decision-making authority, schedules, and communication.[16] Organizational interventions, like changing teachers' schedules, providing support networks and mentoring, changing the work environment, and offering promotions and bonuses, may be effective in helping to reduce occupational stress among teachers. Individual-level interventions, including stress-management training and counseling, are also used to relieve occupational stress among teachers.[17]

A guide created by the World Health Organization can help employers and individuals identify occupational health hazards, and address them. The guide also includes guidance on conducting and evaluating interventions aimed at improving occupation health.[18] The document can be found here: https://www.who.int/occupational_health/healthy_workplace_framework.pdf [1] Naghieh, A., Montgomery, P., Bonell, C.P., Thompson, M., & Aber, J.L. (2015). Organisational interventions for improving wellbeing and reducing work-related stress in teachers. Cochrane Database of Systematic Reviews, (4). doi: 10.1002/14651858.CD010306.pub2.

[2] Demerouti, E., Bakker, A.B., Nachreiner, F., & Schaufeli, W.B. (2001). The job demands-resources model of burnout. Journal of Applied Psychology, 86(3), 499–512. doi: 10.1037/0021-9010.86.3.499

[3] Naghieh, A., Montgomery, P., Bonell, C.P., Thompson, M., & Aber, J.L. (2015). Organisational interventions for improving wellbeing and reducing work-related stress in teachers. Cochrane Database of Systematic Reviews, (4). doi: 10.1002/14651858.CD010306.pub2.

[4] Naghieh, A., Montgomery, P., Bonell, C.P., Thompson, M., & Aber, J.L. (2015). Organisational interventions for improving wellbeing and reducing work-related stress in teachers. Cochrane Database of Systematic Reviews, (4). doi: 10.1002/14651858.CD010306.pub2.

[5] McCarthy, C.J. (2019). Teacher stress: Balancing demands and Resources. Retrieved from https://kappanonline.org/teacher-stress-balancing-demands-resources-mccarthy/

[6] Aloe, A.M., Shisler, S., Norris, B.D., Nickerson, A.B., & Rinker, T.W. (2014). A multivariate meta-analysis of student misbehavior and teacher burnout''. Educational Research Review, 12'', 30–44. doi: 10.1016/j.edurev.2014.05.003

[7] Aloe, A.M., Shisler, S., Norris, B.D., Nickerson, A.B., & Rinker, T.W. (2014). A multivariate meta-analysis of student misbehavior and teacher burnout''. Educational Research Review, 12'', 30–44. doi: 10.1016/j.edurev.2014.05.003

[8] Eve Debbage. (2019, August 16). Why are parent-teacher relationships important?. Retrieved from https://ie-today.co.uk/Blog/why-are-parent-teacher-relationships-important/

[9]Whiteman, A.D. (2017). Connecting Calgary teachers with Resources to improve and alleviate burnout. Leadership Research, 8(1). doi: 10.25316/IR-185

[10] Michele Hellebuyck. (n.d). Positive relationships in the workplace. Retrieved from https://www.mhanational.org/blog/positive-relationships-workplace

[11] Skinner, E.A., Edge, K., Altman, J., & Sherwood, H. (2003). Searching for the structure of coping: A review and critique of category systems for classifying ways of coping. Psychological Bulletin, 129(2), 216–269. doi:10.1037/0033-2909.129.2.216.

[12] Coulacoglou, C., & Saflofske, D.H. (2017). Advances in theoretical, developmental, and cross-cultural perspectives of psychopathology''. Psychometrics and Psychological assessment'' (pp. 293-342). London, UK: Academic Press

[13] Whiteman, A.D. (2017). Connecting Calgary teachers with Resources to improve and alleviate burnout. Leadership Research, 8(1). doi: 10.25316/IR-185

[14] Whiteman, A.D. (2017). Connecting Calgary teachers with Resources to improve and alleviate burnout. Leadership Research, 8(1). doi: 10.25316/IR-185

[15] Whiteman, A.D. (2017). Connecting Calgary teachers with Resources to improve and alleviate burnout. Leadership Research, 8(1). doi: 10.25316/IR-185

[16] Work Safe Alberta (2012). Psychosocial Hazards. Occupational Health and Safety Teacher Resource Binder. Edmonton, AB: Human Services.

[17] Naghieh, A., Montgomery, P., Bonell, C.P., Thompson, M., & Aber, J.L. (2015). Organisational interventions for improving wellbeing and reducing work-related stress in teachers. Cochrane Database of Systematic Reviews, (4). doi: 10.1002/14651858.CD010306.pub2.

[18] Burton, J. (2010). WHO Healthy Workplace Framework and Model: Background and Supporting Literature and Practice (No. 2009/26011-0.) Retrieved from the World Health Organization website : https://www.who.int/occupational_health/healthy_workplace_framework.pdf