A Mixed Methods Study of Stress and Coping Among Asian and Asian American Teachers: Implications for School Psychologists

School psychologists are called to provide culturally responsive consultation, especially for historically minoritized groups. This convergent mixed methods study examined the factors influencing stress among Asian and Asian American (AAA) teachers, integrating the Coping-Competence-Context Theory and AsianCrit framework. Quantitative data from 182 AAA teachers in the U.S. revealed that institutional integrity (i.e., protection from external pressures) was the strongest predictor of reduced stress. However, qualitative findings from four focus groups highlighted additional stressors, including societal, school, and racial factors, which were not fully captured by quantitative measures. Qualitative findings also identified common coping strategies used by AAA teachers (e.g., self-care, advocacy, and social support) and the teacher support needed. Overall, this study provided insights for school psychologists to implement systemic interventions to address diversity-related challenges, provide culturally responsive consultation, and allocate resources to alleviate stress among AAA teachers, ultimately benefiting students and the school community.Impact StatementThis mixed methods study advances school psychology by examining the stressors, coping strategies, and support needs of Asian and Asian American teachers through the Coping-Competence-Context Theory and AsianCrit framework. Findings highlight the importance of culturally responsive support and systemic action to address racial bias, isolation, limited resources, and diversity-related labor. The study underscores school psychologists’ role in supporting teacher well-being and promoting equitable school climates.