Elementary general music performances and teachers’ perceptions of stress investigates the stress elementary general music teachers endure during performance season. Potter used a multiple-case study design, having conducted interviews with three participants over two nine-week grading periods. Participants were all white females with 6-11 years of experience. Data was coded to bring about three themes of stress: time management, control, and isolation.

Teachers cited challenges with planning, organization, instructional time, scheduling, repertoire selection, equipment, overwhelming amounts of responsibility, and relationships with colleagues and administrators. Specific vignettes discussed issues including how performance preparation takes away from music curriculum, and how administrators and other spectators only see the product without understanding the process. Nevertheless, participants expressed willingness to persevere for the sake of program advocacy and their learning community.

This study suggests that elementary general music teachers might benefit from providing more "informances" (aka informal performance opportunities) to help reduce stress. Increased support from administrators in addition to collaboration with classroom teachers can also help mitigate negative stress.

New research that diversifies the participant pool would help us understand how stress affects Black and Brown teachers. It is also worth noting that this study took place during the COVID-19 pandemic. During shelter-in-place, many teachers learned to navigate "informances" by creating opportunities for student performance in small, informal, often virtual settings. Continuing to integrate them during in-person instruction might help take pressure off teachers and students during preparations for the formal concerts. If you’re feeling stressed reading this, we feel you. In the meantime, take out your stress balls, switch your soy latte to decaf, and take a deep breath!