Investigating Teacher Well-being with Non-invasive Biomarkers: Lessons from a Participatory Mixed-Method Exploratory Approach

Keywords

Teachers, Mixed Methods, Participatory Research, Occupational Health, Stress

Abstract

This paper reports on a mixed-method exploratory study gauging the feasibility of utilizing an untethered harness-based device to collect biomarker data from teachers at a single school in Tennessee. Collection occurred across the course of a year at three different timepoints: a typical workday, a high stress workday, and a break day. Overall, our participants had positive experiences with the data collection process, and their feedback iteratively influenced the protocol. Further, the preliminary data suggests the biomarkers indicate a sympathetic nervous response is seen when teachers report emotional or psychological stress. While the small scale of this pilot does not allow for definitive conclusions about teacher health or well-being, it contributes to methodological understandings by using participatory research to gauge the feasibility of and provide insights into the potential of collecting non-invasive biomarker data to inform wellness policies and practices.

Recommended Citation

Frasier, Amanda S.; Thomas, Jewel B.; Innes, Trystan; Daniels, Noah E.; Blount, S. Grayson; and Frasier, Chad R. (2026) "Investigating Teacher Well-being with Non-invasive Biomarkers: Lessons from a Participatory Mixed-Method Exploratory Approach," Mid-Western Educational Researcher: Vol. 38: Iss. 1, Article 15.
Available at: https://scholarworks.bgsu.edu/mwer/vol38/iss1/15