Abstract
This case study examines a five-year health and wellness program aimed at reducing stress and improving physical health for Head Start (HS) teachers in Louisiana. A longitudinal case study spanning 2020 to 2025. Setting: Head Start programs in Northwest Louisiana, with delivery shifting from in-person to virtual during the COVID-19 pandemic. Subjects include HS teachers and assistants, averaging 150 participants annually, with yearly fluctuations. Intervention: The program featured in-service training, virtual stress-management sessions, weekly wellness emails, and in-person ‘Wellness Retreats,’ providing mindfulness strategies, resources, and nutrition/exercise guidance tailored to teachers’ needs. Annual assessments varied but emphasized teacher feedback on health awareness, engagement, and specific health status metrics. This original paper offers a comprehensive overview of the five-year intervention, synthesizing some previously published annual data into a replicable model. Qualitative analysis of feedback and health risk trends informed adaptive interventions. Teachers reported heightened health awareness and engagement over five years. Key chronic illness risks were identified and addressed through customized support. Virtual and email outreach maintained a health-focused culture despite pandemic challenges. Conducted from 2020 to 2025, this study demonstrates the value of flexible, teacher-centered wellness programs. It provides a replicable framework for educational settings to enhance staff well-being in high-stress contexts.
Presenters
Michelle YetmanAssociate Professor Clinical, School of Allied Health Professions, Louisiana State University, Louisiana, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Health Promotion and Education
KEYWORDS
Teacher Wellness, Workplace Wellness, Minority Women, Head Start Teachers
