Enhancing children’s resilience in schools to confront trauma: The impact on teachers

Leo Wolmer*, Daniel Hamiel, Nitzan Margalit, Tali Versano-Eisman, Yael Findler, Nathaniel Laor, Michelle Slone

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

8 Scopus citations


Background: Children’s exposure to stressful events requires effective interventions to strengthen adaptive development. Expanding the teachers’ role to deliver resilience-focused interventions has been shown to enhance children’s coping and to have a positive impact on the teachers themselves. Method: This study compared the self-efficacy and perceived performance of 48 teachers following the implementation of such an intervention with 52 control teachers. Results: Trained teachers reported higher self-efficacy and perceived performance. Associations between years of experience, perceived performance and self-efficacy are discussed. Conclusions: This study provides further evidence on the positive impact of teacher-delivered interventions on teachers’ performance and self-efficacy. Future studies should replicate this design with a larger sample to examine stages of professional experience, grades, before-after measures, association with students’ coping and include male teachers.

Original languageEnglish
Pages (from-to)25-32
Number of pages8
JournalIsrael Journal of Psychiatry and Related Sciences
Issue number2
StatePublished - 2016


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