Skip to main content
SpringerLink
Log in

Comparative Study of Teachers in Regular Schools and Teachers in Specialized Schools in France, Working with Students with an Autism Spectrum Disorder: Stress, Social Support, Coping Strategies and Burnout

  • Original Paper
  • Published:
Journal of Autism and Developmental Disorders Aims and scope Submit manuscript

Abstract

The inclusion of students with Autism Spectrum Disorder (ASD) in schools is a source of stress for teachers. Specialized teachers have, in theory, received special training. To compare the experiences of teachers dealing with students with ASD in different classroom environments. A total of 245 teachers filled out four self-report questionnaires measuring perceived stress, social support, coping strategies, and burnout. Specialized teachers perceive their teaching as a challenge, can count on receiving help from colleagues, use more problem-focused coping strategies and social support seeking behavior, and are less emotionally exhausted than teachers in regular classes. This study highlights that teachers in specialized schools and classes have better adjustment, probably due to their training, experience, and tailored classroom conditions.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Albanese, O., Fiorilli, C., Gabola, P., Zorzi, F., & Doudin, P. A. (2011). Ressources psychosociales pour favoriser la santé des enseignants et enseignantes. In P. A. Doudin, D. Curchod-Ruedi, L. Lafortune, & N. Lafranchise (Eds.), La santé psychosociale des enseignants et des enseignantes (pp. 61–79). Québec: Presses de l’Université du Québec.

    Google Scholar 

  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders DSM-5 (5th ed.). Washington, DC: American Psychiatric Publishing.

    Google Scholar 

  • Antoniou, A. S., Polychroni, F., & Kotroni, C. (2009). Working with students with special educational needs in Greece: Teacher’s stressors and coping strategies. International Journal of Special Education, 24(1), 100–111.

    Google Scholar 

  • Baghdadli, A. (2011). Étude des modalités d’accompagnement des personnes avec troubles envahissants du développement (TED) dans trois régions françaises. Paris: Ministère du Travail, de l’Emploi et de la Santé.

    Google Scholar 

  • Baghdadli, A., Rattaz, C., & Ledésert, B. (2011). Etude des modalités d’accompagnement des personnes avec Troubles Envahissants du Développement dans trois régions françaises. Direction générale de la cohésion sociale et direction générale de l’enseignement scolaire.

  • Blacher, J., Howell, E., Lauderdale-Littin, S., DiGennaro, F. D., & Laugeson, E. A. (2014). Autism Spectrum Disorder and the student relationship: A comparison study with peers with intellectual disability and typical development. Research in Autism Spectrum Disorder, 8, 324–333. doi:10.1016/j.rasd.2013.12.008.

    Article  Google Scholar 

  • Bolduc, M. (2014). Nomenclature, étiologie, prévalence et diagnostic. In N. Poirier (Ed.), Le trouble du spectre de l’autisme: Etat des connaissances (pp. 9–41). Sainte-Foy (Québec): Presse de l’Université de Québec.

    Google Scholar 

  • Brackenreed, D. (2011). Inclusive education: Identifying teachers strategies for coping with perceived stressors in inclusive classrooms. Canadian Journal of Educational Administration and Policy, 122, 1–36.

    Google Scholar 

  • Bruchon-Schweitzer, M., Rascle, N., Quintard, B., Nuissier, J., Cousson, F., & Aguerre, C. (1997). Stress professionnel et santé. Cahiers Internationaux de Psychologie Sociale, 33, 61–74.

    Google Scholar 

  • Brunsting, C. B., Sreckovic, M. A., & Lane, K. L. (2014). Special education teacher burnout: a synthesis of research from 1979 to 2013. Education and Treatment of Children, 37, 681–711. doi:10.1353/etc.2014.0032.

    Article  Google Scholar 

  • Bureau de l’adaptation scolaire et de la scolarisation des élèves handicapés. (2008). Scolariser les élèves handicapés, Collection Repères Handicap. Retrieved from http://media.eduscol.education.fr/file/ASH/81/9/scolariser_eleves_handicapes_114819.pdf.

  • Burke, R. J., Greenglass, E. R., & Schwarzer, R. (1996). Predicting teacher burnout over time: Effects of work stress, social support, and self-doubts on burnout and its consequences. Anxiety, Stress, and Coping, 9, 261–275. doi:10.1080/10615809608249406.

    Article  Google Scholar 

  • Busby, R., Ingram, R., Bowron, R., Oliver, J., & Lyons, B. (2012). Teaching elementary children with autism: Addressing teacher challenges and preparation needs. Rural Educator, 33(2), 27–35.

    Google Scholar 

  • Cano-Garcia, F. J., Padilla-Munoz, E. M., & Carrasco-Ortiz, M. A. (2005). Personality and contextual variables in teacher burnout. Personality and Individual Differences, 38, 929–940. doi:10.1016/j.paid.2004.06.018.

    Article  Google Scholar 

  • Cappe, E. (2009). Qualité de vie et processus d’adaptation de parents d’enfants ayant un trouble autistique ou un syndrome d’Asperger (Thèse de doctorat en Psychologie). Université Paris Descartes.

  • Cappe, É., Smock, N., & Boujut, É. (2016). Scolarisation des enfants ayant un trouble du spectre de l’autisme et expérience des enseignants: Sentiment d’auto-efficacité, stress perçu et soutien social perçu. L’Évolution psychiatrique., 81, 73–91. doi:10.1016/j.evopsy.2015.05.006.

    Article  Google Scholar 

  • Caprara, G. V., Barbaranelli, C., Borgogni, L., & Steca, P. (2003). Efficacy beliefs as determinants of teachers’ job satisfaction. Journal of Educational Psychology, 95, 821–832. doi:10.1037/0022-0663.95.4.821.

    Article  Google Scholar 

  • Caraglio, M., & Delaubier, J. P. (2012). La mise en oeuvre de la loi du 11 février 2005 dans l’éducation nationale—Rapport, note n°2012-100. Paris: Ministère de l’Education Nationale. http://cache.media.education.gouv.fr/file/2012/95/7/2012-100_-_rapport_handicap_226957.pdf.

  • Carton, A., & Fruchart, E. (2013). Sources of stress, coping strategies, emotional experience: Effects of the level of experience in primary school teachers in France. Educational Review, 66(2), 245–262. doi:10.1080/00131911.2013.769937.

    Article  Google Scholar 

  • Centers for Disease Control and Prevention. (2010). Identified prevalence for Autism Spectrum Disorder. Retrieved from: http://www.cdc.gov/ncbddd/autism/data.html.

  • Chaplain, R. P. (2008). Stress and psychological distress among trainee secondary teachers in England. Educational Psychology, 28, 195–209. doi:10.1080/01443410701491858.

    Article  Google Scholar 

  • Cherniss, C. (1985). Stress, burnout, and the special services provider. Special Services in the Schools, 2, 45–62. doi:10.1300/J008v02n01_04.

    Article  Google Scholar 

  • Cohen, S., & Wills, T. A. (1985). Stress, support, and the buffering hypothesis. Psychological Bulletin, 98(2), 310–357. doi:10.1037/0033-2909.98.2.310.

    Article  PubMed  Google Scholar 

  • Coman, D., Alessandri, M., Gutierrez, A., Novotny, S., Boyd, B., Hume, K., et al. (2013). Commitment to classroom model philosophy and burnout symptoms among high fidelity teachers implementing preschool programs for children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 43, 345–360.

    Article  PubMed  Google Scholar 

  • Cousson-Gélie, F., Bruchon-Schweitzer, M., Quintard, B., Nuissier, J., & Rascle, N. (1996). Analyse multidimensionnelle d’une échelle de coping: Validation française de la WCC (Ways of Coping Checklist). Psychologie Française, 41(2), 155–164.

    Google Scholar 

  • Curchod-Ruedi, D., Ramel, S., Bonvin, P., Albanese, O., & Doudin, P. A. (2013). De l’intégration à l’inclusion scolaire: Implication des enseignants et importance du soutien social. European Journal of Disability Research, 7, 135–147. Retrieved from http://rire.ctreq.qc.ca/.

  • De Heus, P., & Diekstra, R. F. W. (1999). Do teachers burn out more easily? A comparison of teachers with other social professions on work stress and burnout symptoms. In R. Vandenberghe & A. M. Huberman (Eds.), Understanding and preventing teacher burnout: A sourcebook of international research and practice (pp. 269–284). Cambridge: Cambridge University Press.

    Chapter  Google Scholar 

  • Delelis, G., Christophe, V., Berjot, S., & Desombre, C. (2011). Stratégies de régulation émotionnelle et de coping: quels liens? Bulletin de Psychologie, 5(515), 471–479. doi:10.3917/BUPSY.515.0471.

    Article  Google Scholar 

  • Demerouti, E., Bakker, A. B., Vardakou, I., & Kantas, A. (2003). The convergent validity of two burnout instruments. European Journal of Psychological Assessment, 19(1), 12–23. doi:10.1027//1015-5759.19.1.12.

    Article  Google Scholar 

  • Denis, P., & Goussé, V. (2013). Les stratégies d’ajustement des enseignants de maternelle face au défi de l’inclusion scolaire: L’exemple des Troubles du Spectre Autistique. Psychologie et éducation, 4, 37–51.

    Google Scholar 

  • Dion, G., & Tessier, R. (1994). Validation de la Traduction de l’Inventaire d’Epuisement Professionnel de Maslach et Jackson. Revue Canadienne des Sciences du Comportement, 26(2), 210–227. doi:10.1037/0008-400X.26.2.210.

    Article  Google Scholar 

  • Direction de l’animation de la recherche, des études et des statistiques. (2013). La répartition des hommes et des femmes par métiers: une baisse de la ségrégation depuis 30 ans (Publication n°079). Retrieved from http://travail-emploi.gouv.fr/IMG/pdf/2013-079.pdf.

  • Direction Générale de l’Enseignement Scolaire. (2012). Scolariser les Enfants Présentant des Troubles Envahissants du Développement (TED) et des Troubles du Spectre Autistique. Retrieved from http://eduscol.education.fr/.

  • Farber, B. A. (2000). Treatment strategies for different types of teacher burnout. Journal of Clinical Psychology, 56(5), 675–689. doi:10.1002/(SICI)1097-4679(200005)56:53.0.CO;2-D.

    Article  PubMed  Google Scholar 

  • Ferguson, E., Matthews, G., & Cox, T. (1999). The appraisal of life events (ALE) scale: Reliability and validity. British Journal of Health Psychology, 4(2), 97–116. doi:10.1348/135910799168506.

    Article  Google Scholar 

  • Folkman, S. (2008). The case for positive emotions in the stress process. Anxiety, Stress & Coping, 21(1), 3–14. doi:10.1080/10615800701740457.

    Article  Google Scholar 

  • Friedman, I. A. (2000). Burnout in teachers: Shattered dreams of impeccable professional performance. Journal of Clinical Psychology, 56, 595–606. doi:10.1002/(SICI)1097-4679(200005)56:53.0.CO;2-Q.

    Article  PubMed  Google Scholar 

  • Friedman, I. A. (2003). Self-efficacy and burnout in teaching: The importance of interpersonal-relations efficacy. Social Psychology in Education, 6, 191–215. doi:10.1023/A:1024723124467.

    Article  Google Scholar 

  • Genoud, P. A., Brodard, F., & Reicherts, M. (2009). Stress factors and burnout in elementary school teachers. European Review of Applied Psychology, 59(1), 37–45.

    Article  Google Scholar 

  • Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43, 495–513.

    Article  Google Scholar 

  • Hastings, R. P., & Brown, T. (2002). Behavioural knowledge, causal beliefs and self-efficacy as predictors of special educators’ emotional reactions to challenging behaviours. Journal of Intellectual Disability Research, 46(2), 144–150. doi:10.1046/j.1365-2788.2002.00378.x.

    Article  PubMed  Google Scholar 

  • House, J. S. (1981). Work stress and social support. Reading, MA: Addison-Wesley.

    Google Scholar 

  • Hyojung, S., Yang Min, P., Jin Yuan, Y., Boyoung, K., Hyunkyung, N., & Sang Min, L. (2014). Relationships between coping strategies and burnout symptoms: A meta-analytic approach. American Psychological Association, 45(1), 44–56. doi:10.1037/a0035220.

    Google Scholar 

  • Iverson, R. D., Olekalns, M., & Erwin, P. J. (1998). Affectivity, organizational stressors, and absenteeism: A causal model of burnout and its consequences. Journal of Vocational Behavior, 52, 1–23. doi:10.1006/jvbe.1996.1556.

    Article  Google Scholar 

  • Janssen, P. P. M., De Jonge, J., & Bakker, A. B. (1999). Specific determinants of intrinsic work motivation, burnout and turnover intentions: A study of nurses. Journal of Advanced Nursing, 29, 1360–1369. doi:10.1046/j.1365-2648.1999.01022.x.

    Article  PubMed  Google Scholar 

  • Jennett, H. K., Harris, S. L., & Mesibov, G. B. (2003). Commitment to philosophy, teacher efficacy, and burnout among teachers of children with autism. Journal of Autism and Developmental Disorders, 33, 583–593.

    Article  PubMed  Google Scholar 

  • Judge, T. A., Thoresen, C. J., Bono, J. E., & Patton, G. K. (2001). The job satisfaction-job performance relationship: A qualitative and quantitative review. Psychological Bulletin, 127, 376–407. doi:10.1037//0033-2909.127.3.376.

    Article  PubMed  Google Scholar 

  • Kelly, A., & Barnes-Holmes, D. (2013). Implicit attitudes towards children with autism versus normally developing children as predictors of professional burnout and psychopathology. Research in Developmental Disabilities, 34, 17–28. doi:10.1016/j.ridd.2012.07.018.

    Article  PubMed  Google Scholar 

  • Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102, 741–756. doi:10.1037/a0019237.

    Article  Google Scholar 

  • Koleck, M. (2000). Rôle de certains facteurs psychosociaux dans l’évolution des lombalgies communes: une étude semi-prospective en psychologie de la santé (Thèse de doctorat en psychologie). Université Victor Segalen, Bordeaux 2.

  • Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53(1), 27–35. doi:10.1080/00131910120033628.

    Article  Google Scholar 

  • Laugaa, D., & Bruchon-Schweitzer, M. (2005). L’ajustement au stress professionnel chez les enseignants français du premier degré. L’orientation scolaire et professionnelle, 34(4), 499–519. doi:10.4000/osp.428.

    Article  Google Scholar 

  • Laugaa, D., Rascle, N., & Bruchon-Schweitzer, M. (2008). Stress and burnout among French elementary school teachers: A transactional approach. European Review of Applied Psychology, 58, 241–251. doi:10.1016/j.erap.2008.09.007.

    Article  Google Scholar 

  • Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. New York: Springer.

    Google Scholar 

  • Lecavalier, L., Leone, S., & Wiltz, J. (2006). The impact of behaviour problems on caregivers stress in young people with autism spectrum disorders. Journal on Intellectual Disability Research, 50(3), 172–183.

    Article  Google Scholar 

  • Leka, S., & Jain, A. (2010) Health impact of psychosocial hazards at work: An overview. World Health Organisation. Retrieved from http://apps.who.int/iris/bitstream/10665/44428/1/9789241500272_eng.pdf.

  • Levesque, M., Blais, M., & Hess, U. (2004). Motivational dynamic of burnout and well-being in African teachers. Canadian Journal of Behavioral Science, 36(3), 190–201.

    Article  Google Scholar 

  • Maslach, C., & Jackson, S. E. (1981). The Maslach burnout inventory (Research ed.). Pablo-Alto, CA: Consulting Psychologists Press.

    Google Scholar 

  • Massé, L., Desbiens, N., & Lanaris, C. (2013). Les troubles du comportement à l’école. Prévention, évaluation, intervention (2nd ed.). Québec: Gaëtan Morin.

    Google Scholar 

  • Monsen, J. J., Ewing, D. L., & Kwoka, M. (2014). Teachers’ attitudes towards inclusion, perceived adequacy of support and classroom learning environment. Learning Environment Research, 17, 113–126. doi:10.1007/s10984-013-9144-8.

    Article  Google Scholar 

  • Myles, B. S., Ormsbee, C. K., & Simpson, R. L. (1991). Autism and stress: An individualized intervention plan for teachers. Focus on Autistic Behavior, 6(3), 8–16.

    Google Scholar 

  • Nistor, A. A., & Chilin, T.-F. (2013). Challenging behaviour of children with intellectual disabilities and its relation to burnout for those working with them: A systematic review. The Scientific Journal of Humanistic Studies, 5(9), 119.

    Google Scholar 

  • Pascual, E., Perez-Jover, V., Mirambell, E., Ivañez, G., & Terol, M. C. (2003). Job conditions, coping and wellness/health outcomes in Spanish secondary school teachers. Psychology and Health, 18(4), 511–521. doi:10.1080/0887044031000147238.

    Article  Google Scholar 

  • Pepe, A., & Addimando, L. (2013). Comparison of occupational stress in response to challenging behaviours between general and special education primary teachers in Northern Italy. International Journal of Special Education, 28(1), 14–26.

    Google Scholar 

  • Rascle, N. (2001). Facteurs psychosociaux du stress professionnel et de l’épuisement professionnel. In M. Bruchon-Schweitzer & B. Quintard (Eds.), Personnalités et maladies (pp. 221–238). Paris: Dunod.

    Google Scholar 

  • Rattaz, C., Ledesert, B., Masson, O., Ouss, L., Ropers, G., & Baghdadli, A. (2013a). Etat des lieux des pratiques d’accompagnement sanitaire et médico-sociale des personnes avec Troubles Envahissants du Développement (TED) dans trois régions françaises. Neuropsychiatrie de l’enfance et de l’adolescence, 61, 31–38. doi:10.1016/j.neurenf.2012.10.001.

    Article  Google Scholar 

  • Rattaz, C., Ledesert, B., Masson, O., Ouss, L., Ropers, G., & Baghdadli, A. (2013b). La scolarisation des enfants avec Troubles du spectre autistique (TSA) en France: L’expérience d’enseignants en classe ordinaire et spécialisée. La nouvelle revue de l’adaptation et de la scolarisation, 64(4), 255–270.

    Google Scholar 

  • Robbins, F. R., Giordano, S., Rhoads, S., & Feldman, R. S. (1996). Preschool children with autism: Current conceptualizations and best practices. In R. S. Feldman (Ed.), The psychology of adversity. Amherst, MA: University of Massachusetts Press.

    Google Scholar 

  • Roehrig, A. D., Pressley, M., & Talotta, D. A. (2002). Stories of beginning teachers: First-year challenges and beyond. Notre Dame: University of Notre Dame Press.

    Google Scholar 

  • Ruble, L. A., Usher, E. L., & McGrew, J. H. (2013). Preliminary investigation of the sources of self-efficacy among teachers of students with autism. Focus on Autism and Other Developmental Disabilities, 26(2), 67–74. doi:10.1177/1088357610397345.

    Article  Google Scholar 

  • Rudow, B. (1999). Stress and burnout in the teaching profession: European studies, issues and research perspectives. In R. Vandenberghe & A. M. Huberman (Eds.), Understanding and preventing teacher burnout (pp. 38–58). Cambridge: Cambridge University Press.

    Chapter  Google Scholar 

  • Ruel, M.-P. (2014). Les perceptions des enseignants de classe ordinaire quant à l’intégration d’un élève présentant un Trouble du Spectre de l’Autisme (Essai). Université du Quebec à Montréal. Retrieved from http://www.archipel.uqam.ca/6352/1/D2609.pdf.

  • Schaufeli, W. B., & Buunk, B. P. (2003). Burnout: An overview of 25 years of research and theorizing. In M. J. Schabracq, J. A. M. Winnubst, & C. L. Cooper (Eds.), The handbook of work and health psychology (pp. 383–425). West Sussex: Wiley.

    Google Scholar 

  • Steinhardt, M. A., Smith Jaggars, S. E., Faulk, K. E., & Gloria, C. T. (2011). Chronic work stress and depressive symptoms: Assessing the mediating role of teacher burnout. Stress and Health, 29, 420–429. doi:10.1002/smi.1394.

    Article  Google Scholar 

  • Syriopoulou-Delli, C. K., Cassimos, D. C., Tripsianis, G. I., & Polychronopoulou, S. A. (2012). Teachers’ perceptions regarding the management of children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42, 755–768. doi:10.1007/s10803-011-1309-7.

    Article  PubMed  Google Scholar 

  • Vitaliano, P. P., Russo, J., Carr, J. E., Maiuro, R. D., & Becker, J. (1985). The ways of coping checklist: revision and psychometric properties. Multivariate Behavioral Research, 20, 3–26.

    Article  PubMed  Google Scholar 

  • Zarafshan, H., Mohammadi, M. R., Ahmadi, F., & Arsalani, A. (2013). Job burnout among Iranian elementary school teachers of students with autism: A comparative study. Iran Journal of Psychiatry, 8(1), 20–27.

    Google Scholar 

  • Zellars, K. L., & Perrewé, P. L. (2001). Affective personality and the content of emotional social support: Coping in organizations. Journal of Applied Psychology, 86, 459–467. doi:10.1037//0021-9010.86.3.459.

    Article  PubMed  Google Scholar 

Download references

Acknowledgments

The authors thank the teachers who participated in this study. They also express their thanks to Carol Robins for providing language assistance and proofreading the article.

Funding

This project received funding from the Direction de l’évaluation, de la prospective et de la performance (DEPP; Directorate of Evaluation, Prospective, and Performance) of the French Ministry of Education, the Commissariat général à l’égalité des territoires (CGET; General Commissioner for Equality of Territories), and the Défenseur des droits (DD; Defense of Rights) in the context of the call for projects named “Equality of opportunities at school”.

Authors’ contribution

E.B. and E.C. conceived the study, participated in its design and coordination, performed the measurements, the statistical analysis and the interpretation of the data, and drafted the manuscript; A.D. and A.G. participated in the interpretation of the data and helped to draft the manuscript. All authors read and approved the final manuscript.

Author information

Authors and Affiliations

  1. Laboratoire de Psychopathologie et Processus de Santé (LPPS-EA4057), Institut de Psychologie, Université Paris Descartes, Sorbonne Paris Cité, 71 avenue Edouard Vaillant, 92100, Boulogne-Billancourt Cedex, France

    Emilie Boujut, Amélie Grouselle & Emilie Cappe

  2. Ecole Supérieure du Professorat et de l’Education de l’Académie de Versailles (ESPE), Université de Cergy-Pontoise, 5 rue Pasteur, 78100, Saint-Germain-en-Laye, France

    Emilie Boujut

  3. Fondation Les Amis de l’Atelier, 17 rue de l’Egalité, 92290, Châtenay-Malabry, France

    Annika Dean

Authors
  1. Emilie Boujut
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Annika Dean
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Amélie Grouselle
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Emilie Cappe
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Emilie Boujut.

Ethics declarations

Conflict of interest

The authors declare that they have no conflict of interest.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Boujut, E., Dean, A., Grouselle, A. et al. Comparative Study of Teachers in Regular Schools and Teachers in Specialized Schools in France, Working with Students with an Autism Spectrum Disorder: Stress, Social Support, Coping Strategies and Burnout. J Autism Dev Disord 46, 2874–2889 (2016). https://doi.org/10.1007/s10803-016-2833-2

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10803-016-2833-2

Keywords

Search

Navigation