Date of Conferral

6-3-2025

Date of Award

June 2025

Degree

Ph.D.

School

Health Education and Promotion

Advisor

DeBran Tarver

Abstract

This study is a description of how educators’ participation in a coordinated approach to violence prevention contributed to employee wellness and school climate. Using principles of psychological capital (PsyCap) theory, archival focus group and interview data were used to describe educator experiences during implementation of a 3-year coordinated approach to school violence in a mid-sized public school district. Findings of the analysis revealed consistent references to feelings of hope, efficacy, resilience, and optimism throughout the study, but with slight shifts in frequency each year based on both internal (i.e. skill development, relationship-building), and external (i.e. administrative support, policy directives, broader social issues) factors. Overall, educators reported a positive experience with the coordinated approach relative to building individual capacity, recognizing outcomes, and collaboratively addressing barriers. These findings are particularly relevant with the additional educator and student support that is evident following COVID-19. Educator capacity to develop skills and feel supported while adapting and responding to student needs is critical to addressing occupational stress and halting educator recruitment and retention concerns. Further research into effective strategies for enhancing employee wellness in schools and their relationship with school social and emotional climate, including specific approaches for administrators as they implement or adapt new initiatives, are needed to build capacity for effective coordinated school health programs and better student outcomes.

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