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The study draws on a national survey of 1,398 participants to measure the distribution of wellness-work demands and the support teachers receive for addressing health and mental health needs. Findings show inequitable demand across teachers’ school sociodemographic characteristics, with support access failing to align with demand levels, shaping implications for preparation, support, and workload equity.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/equity-intersections-teachers-experiences-with-student-wellness-support-during-the-covid-19-pandemic/590235/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/equity-intersections-teachers-experiences-with-student-wellness-support-during-the-covid-19-pandemic/590235.png","ImageObject",300,407,{"name":92,"@type":93},"Adam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study examine about teachers and student wellness during COVID-19?","Question",{"text":112,"@type":113},"It analyzes the extent and distribution of teachers’ demands to address student wellness needs and whether teachers receive support aligned with those demands during the pandemic.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was equity defined in the study?",{"text":117,"@type":113},"Equity was treated as distributional: needs are contextualized and met accordingly rather than simply equally across all parties.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main findings regarding demand and support?",{"text":121,"@type":113},"Demand for teachers’ wellness work was inequitably distributed across teachers based on school sociodemographic characteristics, and access to support did not match demand levels.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590235,1792191344,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374404737137,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","AERA Open  \nJanuary-December 2024, Vol. 10, No. 1, pp. 1–21 DOI: 10. 1177/23328584241245385  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2024. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nEquity Intersections: Teachers’ Experiences with Student Wellness Support During the COVID-19 Pandemic  \nKate L. Phillippo  \nLoyola University Chicago  \nElizabeth Levine Brown  \nGeorge Mason University  \nLinda Galib  \nKen A. Fujimoto  \nLoyola University Chicago  \nAidyn L. Iachini  \nUniversity of South Carolina  \nNaomi Brown  \nGeorge Mason University  \nCrystal Lennix  \nLoyola University Chicago  \nAudra Parker  \nGeorge Mason University  \nTasha M. Childs  \nUniversity of Missouri  \nTeachers often address student wellness concerns such as health and mental health. Yet, this work goes largely unacknowledged and unsupported by professional preparation. COVID-19 intensified these concerns amid disrupted systems of student support and increased student distress. Our national survey (N = 1398) pursued the powerful opportunity present during the pandemic to understand the extent and distribution of demands on teachers to address student wellness and the support they receive for such work. We found that the demand for teachers’ wellness work was inequitably distributed across teachers, varying largely by their schools’sociodemographic characteristics. Additionally, access to support for this work did not align with demand levels. We discuss these findings’ implications for teacher preparation, support, and workload equity.  \nKeywords: equity, school health, school mental health, stress/coping, structural equation modeling, student wellness, survey research, teacher characteristics, teacher context, teacher knowledge, teacher working conditions  \nCOVID-19 brought disruptions and distress that dramatically reshaped teachers’ work. On top of the early pandemic’s precarity, isolation, and loss, longstanding systemic racism manifested in pronounced racial disparities in COVID-19’s effects (Louis-Jean et al., 2020; Montenovo  \net al., 2022) and in repeated violent acts (a number of them deadly) against Black and Asian Americans. Wellness concerns 1 mounted among all Americans, including children and youth, who saw increases in mental health and substance abuse problems (Centers for Disease Control and Prevention,  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons  \nAttribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use,  \nreproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nPhillippo et al.  \n2022; Naff et al., 2022) . At the same time, teachers’ work responsibilities profoundly transformed and expanded with schools’ abrupt shift to remote instruction. Many supports usually available to students—such as in-school mental health, special education, nursing services, and communitybased human services—were either disrupted or discontinued (Jeste et al., 2020; Kelly et al., 2020; Song et al., 2020) . Amid these disorienting challenges, teachers continued their daily work with students.  \nThe pandemic’s circumstances were unusual and new, to say the least, but teachers’work supporting student wellness was not. Long before the pandemic, schools had uneven access to student wellness supports such as counseling and nursing, where inadequate coverage was often followed by insufficient funding (American Civil Liberties Union, 2019; Bastian et al., 2019; Fuschillo, 2018) . A lack of such resources can shift student support responsibility to teach","cbCaidy00PcocnlX","https://ap.wps.com/l/cbCaidy00PcocnlX","pdf",872548,21,"English","# Equity intersections and study purpose\n## Teachers’ wellness demand during COVID-19\n## Research questions and equity framing","[{\"question\":\"What does the study examine about teachers and student wellness during COVID-19?\",\"answer\":\"It analyzes the extent and distribution of teachers’ demands to address student wellness needs and whether teachers receive support aligned with those demands during the pandemic.\"},{\"question\":\"How was equity defined in the study?\",\"answer\":\"Equity was treated as distributional: needs are contextualized and met accordingly rather than simply equally across all parties.\"},{\"question\":\"What were the main findings regarding demand and support?\",\"answer\":\"Demand for teachers’ wellness work was inequitably distributed across teachers based on school sociodemographic characteristics, and access to support did not match demand levels.\"}]","Equity Intersections - Teachers’ Experiences with Student Wellness Support During the COVID-19 Pandemic | PDF",1792069135,53]