Lesley Eblie Trudel

• Doctor of Philosophy (Education)
• Associate Dean at University of Winnipeg

In 2024, over a third of Canadian educators said that they are never or rarely meeting their students' needs. The pandemic is over, so what is contributing to this situation and how can we address it?

https://theconversation.com/teachers-lack-resources-to-meet-classroom-needs-and-absences-shouldnt-surprise-us-242071

The purpose of this study is to evaluate the effectiveness of a post-pandemic, school-based workshop programming intervention developed by a national mental health organization, to support education sector employees as they navigate post-pandemic challenges. Using a qualitative approach, data were gathered through post-workshop interviews conducted...

Abstract With consideration of the predicted worldwide educational workforce shortages, this study explores organizational commitment among principals, teachers, and educational assistants in the post-pandemic Canadian education sector. Using the Job Demands-Resources (JD-R) model, which suggests that resilience in the workplace is the result of a...

Although copious research has documented elevated stress and burnout in teachers worldwide during the COVID-19 pandemic, few studies have provided empirical evidence of effective interventions to support post-pandemic educator recovery and resilience. Attention to educator well-being is essential not only to healthy schools, but also to preventing...

p>Over fifty years of research investigating teacher burnout has resulted in a well-accepted model of burnout that involves three dimensions: exhaustion, depersonalization, and loss of accomplishment. Recently, a new cause of teacher attrition has been proposed called “demoralization,” on the argument that demoralization is a distinct phenomenon fr...

Teachers have demonstrated a wide range of responses to the challenges of teaching within a pandemic. The current study investigated the relationship between resilience and post-traumatic growth in teachers during the COVID-19 pandemic. Based on administration of the Maslach Burnout Inventory in 2022, four teachers demonstrated high levels of resil...

Twenty teachers took part in bi-weekly interviews over the course of the 2020-2021 school year and again one year later during the COVID-19 pandemic. Comparative findings on teachers' experiences indicated varied circumstances and a wide array of perspectives on coping during this protracted and stressful time. While some teachers demonstrated flou...

During the initial wave of the COVID-19 pandemic, 1,930 Canadian teachers were surveyed about their burnout and resilience levels, as well as their job demands and resources. Latent profile analysis revealed that teachers were responding to their experiences in five distinct patterns, or profiles, of burnout or resilience. Survey data were then use...

Burnout in the helping professions, including teaching, has been well documented for over fifty years and has been captured within two seminal models offered by Maslach and her colleagues. For this study we interviewed 22 teachers biweekly to determine whether these models captured their COVID-19 pandemic work experiences during the 2020-2021 schoo...

Increased job demands coupled with insufficient resources, typically result in job strain which can lead to burnout. However, in a series of studies conducted with Canadian teachers during the COVID-19 pandemic, the findings indicated that not all teachers were experiencing this phenomenon. Whereas some teachers struggled to keep up with demands wh...

In late 2019 and early 2020, governments around the world closed educational institutions due to the COVID-19 pandemic. A similar response occurred in Canada and resulted in a sudden pivot by teachers from classroom-based instruction to remote teaching. During and shortly after this time, we undertook a survey study of over 2000 Canadian teachers,...

Teacher preparation in Canada benefits from innovative programming that supports vibrant, inclusive classrooms. We examine two Canadian-made programmes: The Three-Block Model of Universal Design for Learning, with particular focus on the social emotional learning block, and the Teaching Continuum, a model for inclusive physical education settings....

Canadian teachers (N = 1626) took part in a longitudinal, national survey conducted at two points early in the COVID-19 pandemic. Results indicated that teacher efficacy, attitudes toward change, and perceptions of administrative support were correlated with teacher resilience and burnout at the onset of the pandemic. Over the first three months of...

Burnout in teachers has been broadly investigated, but no studies have investigated burnout in teachers during a pandemic. The current study is based on a survey of 1278 Canadian teachers and examined whether the Job Demands-Resources model was a useful lens for examining teacher burnout in this unprecedented context. Results supported the model in...

The following article documents the work of the Student Services Support Group of the Manitoba Education K-12 COVID-19 Response Planning Team.

Are inclusive classrooms failing students? While it might be easy to fault those who provide direct service in education (classroom teachers and principals), the authors believe the responsibilities rather lie with ministry officials and district leaders. This article explores the critical elements of inclusive practice in Canadian schools and the...

This document details the findings of a qualitative research study which was completed in May 2019, documenting the shift from categorical to formula funding for students with additional needs in Manitoba schools.

This report was compiled on behalf of the Student Services Administrators' Association of Manitoba as a submission to the Manitoba Government K-12 Education Review.

The following paper is a result of the documentation of an educational journey in Manitoba, Canada. While students with exceptional needs were once excluded entirely from attending public schools in the province, legislation now requires that schools provide accommodation for all students. The debate has recently extended beyond students with excep...