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Description
The levels of stress, burnout and mental wellness of educators remains to be a research focal point. Occupational stress factors consisting of teaching demands, tenure advancement, mitigating student issues, and nuances associated with online instruction were persistently among the variables measured in contemporary investigations (Huy, 2024; Myers et al., 2022; Sabagh et al., 2018, Vyletel et al, 2023; Xu & Wang, 2023). Professionals working in the mental health field also report work related stressors resulting in elevated levels of symptoms associated with compromised mental health functioning (Vivolo et al., 2024; Williams et al., 2020; Winburn et al 2023). Interestingly, there is insufficient data regarding the intersection of psychology and education, that is the wellness of educators who consecutively balance teaching and mental health clinical work (Huy et al., 2025). This is of particular importance given the multifaceted role of professors as well as the central role that clinicians play in promoting client health outcomes. Targeted research focused on the professional responsible for both academic and clinical demands will provide useful data aimed at better understanding the academic-clinician's levels of perceived occupational wellbeing. The current study examined the relationships between occupational variables and indicators of mental health wellness including symptoms associated with stress, low mood, burnout and levels of meaningfulness. The study participants consisted of actively working clinicians who also teach graduate psychology courses. The present findings align with existing literature documenting elevated levels of stress and burnout in this population. In fact, nearly 70% of respondents rated levels of exhaustion despite the perception that their work was meaningful and valued. Findings indicated that 92% of participants experienced some level of burnout related to work, 42% of participants reported moderate to severe levels of work stress and 24% rated sometimes to always having a persistent low mood. This study provides foundational empirical insight into wellness factors within this unique population, highlighting important implications for
graduate psychology programs staffed largely by professionals in these dual roles. This current investigation is in alignment with the symposium’s themes of community engagement, enriching research and enhancing teaching by strengthening purpose driven lives, service and value driven leadership for the greater good. Through their professional roles working with students, scholarly colleagues, clients and beyond, academic-clinicians manifest and cultivate lives of purpose, service and leadership. Improved occupational wellbeing among academic-clinicians benefits the professors, their students and the public good. Collaborative engagement with community stakeholders can inform practical, evidence-based strategies to enhance the well being and resilience among academic-clinicians. This study advocates for such a partnership aimed at supporting those responsible for both training the next generation of community leaders and caring for those in need.
Publication Date
2026
Keywords
occupational wellbeing, academic clinician stress, mental health professional stress, burnout, educator stress