Teacher's stress and physical safety: Share of teachers reporting that they have been affected by serious stress and safety issues at school, all schools and in low- and high-poverty schools
| All | Low-poverty | High-poverty | Gap (high- minus low-poverty school) | Ratio | |
|---|---|---|---|---|---|
| Share of teachers who responded “strongly agree” to the statements: | |||||
| The stress and disappointments involved in teaching at this school aren’t really worth it | 4.9% | 3.8% | 5.9% | 2.2 ppt. | 1.6 |
| The level of student misbehavior in this school (such as noise, horseplay or fighting in the halls, cafeteria, or student lounge) interferes with my teaching | 13.1% | 7.2% | 17.1% | 9.9 ppt. | 2.4 |
| Share of teachers who said that in their time at the school they have been: | |||||
| Threatened by a student | 21.8% | 15.8% | 25.8% | 10.0 ppt. | 1.6 |
| Physically attacked by a student | 12.4% | 9.5% | 14.8% | 5.2 ppt. | 1.5 |
Note: Data are for teachers in public noncharter schools. For the two statements listed in the top panel, teachers were asked to check whether they "strongly agree," "somewhat agree," "somewhat disagree," or "strongly disagree." A teacher is in a low-poverty school if less than 25 percent of the student body in his/her classroom is eligible for free or reduced-price lunch programs; a teacher is in a high-poverty school if 50 percent or more of the student body is his/her classroom is eligible for those programs.
Source: 2015–2016 National Teacher and Principal Survey (NTPS) microdata from the U.S. Department of Education's National Center for Education Statistics (NCES)
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