Strategies for Supporting Teachers' Instructional and Mental Health Needs during the COVID Pandemic in Maine and Other States - March 2022

Oct 15, 2026

Uploaded by Rhys

A research report commissioned by the Maine State Legislature and produced by the Maine Education Policy Research Institute examines how PK-12 schools in Maine and other US states supported teachers’ instructional delivery and mental health during COVID-19 disruptions. It reviews relevant context, describes study methodology, and presents survey findings alongside a literature review. The report also summarizes strategies reflected in state ARP ESSER plans, concluding with implications for policy and practice for sustaining teacher support.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages91

Reading Time3 h 49 min

AccessFree to download

Overview of the Study

Why was this study conducted?

What do you need to know to put this study into context?

Introduction

Background

Methodology

Findings

Part 1. Findings from the Survey

Summary and Limitations of the Survey

Part II. Review of the Literature

Summary and Implications from the Literature

Part III. Strategies Outlined in State ARP ESSER Plans

Summary of the State Strategies to Support Teachers in ARP ESSER Plans

Conclusions

Implications for Policy and Practice

Bibliography

Author Information

Appendices

University of Southern Maine USM Digital Commons | School Improvement | Center for Education Policy, Applied Research and Evaluation (CEPARE) | | --- | --- | | 2022
Strategies for Supporting Teachers' Instructional and Mental Health Needs during the COVID Pandemic in Maine and Other States
Janet C. Fairman
Patricia Lech
Mella McCormick
Maddie Buxton
Follow this and additional works at: [https://digitalcommons.usm.maine.edu/cepare_improvement](https://digitalcommons.usm.maine.edu/cepare_improvement) | | Recommended Citation Fairman, Janet C.; Lech, Patricia; McCormick, Mella; and Buxton, Maddie, "Strategies for Supporting Teachers' Instructional and Mental Health Needs during the COVID Pandemic in Maine and Other States"(2022) . School Improvement. 23. [https://digitalcommons.usm.maine.edu/cepare_improvement/23](https://digitalcommons.usm.maine.edu/cepare_improvement/23) This Study is brought to you for free and open access by the Center for Education Policy, Applied Research and Evaluation (CEPARE) at USM Digital Commons. It has been accepted for inclusion in School Improvement by an authorized administrator of USM Digital Commons. For more information, please contact [jessica.c.hovey@maine.edu](jessica.c.hovey@maine.edu). Strategies for Supporting Teachers’ Instructional and Mental Health Needs during the COVID Pandemic in Maine and Other States Prepared by: Janet C. Fairman Patricia L. Lech Mella R. McCormick Maddie P. Buxton March 2022 Maine Education Policy Research Institute University of Maine Orono, Maine Published by the Maine Education Policy Research Institute in the College of Education and Human Development, University of Maine. This study was jointly funded by the Maine State Legislature, and the University of Maine System. MEPRI was established to conduct nonpartisan studies on Maine education policy and the Maine public education system for the Maine Legislature. Statements and opinions by the authors do not necessarily reflect a position or policy of the Maine Education Policy Research Institute, nor any ofits members, and no official endorsement by them should be inferred. The University of Maine System is an EEO/AA employer, and does not discriminate on the grounds of race, color, religion, sex, sexual orientation, transgender status, gender expression, national origin, citizenship status, age, disability, genetic information or veteran's status in employment, education, and all other programs and activities. The following person has been designated to handle inquiries regarding non-discrimination policies: Director of Equal Opportunity, 101 North Stevens Hall, University of Maine, Orono, ME 04469-5754, phone 207- 581-1226, TTY 711 (Maine Relay System) . Copyright © 2022 College of Education and Human Development University of Maine, 5766 Shibles Hall, Orono, Maine 04469-5766 (207) 581-2475 A Member of the University of Maine System Table of Contents Overview of the Study……………………………………………………………………………i Introduction………………………………………………………………………………………1 Background………………………………………………………………………………………2 Methodology……………………………………………………………………………………...3 Findings…………………………………………………………………………………………..6 Part 1. Findings from the Survey……………………………………………………………7 Summary and Limitations of the Survey………………………………………………….20 Part II. Review of the Literature…………………………………………………………..22 Summary and Implications from the Literature…………………………………………34 Part III. Strategies Outlined in State ARP ESSER Plans……………………………….35 Summary of the State Strategies to Support Teachers in ARP ESSER Plans…………44 Conclusions…………………………………………………………………………………….45 Implications for Policy and Practice…………………………………………………………47 Bibliography…………………………………………………………………………………...49 Author Information…………………………………………………………………………...57 Appendices…………………………………………………………………………………….58 Appendix A. Survey Instrument………………………………………………………….59 Appendix B. Additional Tables of Survey Results……

FAQs

Why was this study conducted?

The study was commissioned to understand how PK-12 schools supported students and teachers during the pandemic, with an emphasis on instructional delivery and also investigated educator mental health supports.

What instructional challenges did the report consider during COVID-19?

It focuses on sudden school closures and the need for teachers to shift among remote, online, hybrid, asynchronous, and synchronous methods of delivering instruction and support.

What main evidence sources does the report use?

It combines survey-based findings, a review of related literature, and a synthesis of strategies described in state ARP ESSER plans.

Oct 15, 2026

Uploaded by Rhys