Teacher mental health, school climate, inclusive education and student learning: A review.

Abstract

Teachers are in a profession with high demands as they work to meet the diverse learning needs of their students. Consequently, many teachers experience high levels of stress contributing to burnout, and unfortunately, many leave the profession. Teacher mental health may contribute to the resilience of teachers who choose to stay in the profession. Positive school climate also has the potential to contribute to teacher mental health and to provide an optimal environment to support student learning and growth. Knowledge of school climate and factors relating to teacher well-being are critical to allow for interventions to best support teachers and students in school settings. Additionally, there is a growing trend toward inclusive education practices that influences teacher well-being, student outcomes, and parent experiences. The aim of this review paper is to provide an overview of existing literature relating to teacher well-being and school climate factors in relation to student learning. Furthermore, this paper will extend findings from existing literature to provide directions for future research and applied educational practices.

The impact of teacher well-being and mental health on pupil progress in primary schools

“…The problem of teacher stress is pervasive; it is evident across all sectors of education and across countries (Gray et al, 2017) and results in burnout and lower job satisfaction. Teachers are consistently reported to experience an increased risk of developing mental ill health (Stansfeld et al, 2011;Kidger et al, 2016).…”

Health and Work Environment among Female and Male Swedish Elementary School Teachers—A Cross-Sectional Study

“…The prevalence of CMDs, which include depression and anxiety, is alarmingly high across many professional groups and countries and are also associated with extremely high costs for society [1]. Several reviews and independent studies from both Europe and Australia have observed that teachers are an especially vulnerable professional group [2][3][4][5][6][7][8][9][10]. In Sweden, teaching has been identified as one of the professions with the highest prevalence of CMDs and burnout [11].…”

Secondary Education Teachers and School Administrators’ Views on Positive Organizational Climate

“…In some studies in the literature, attention is drawn to the relationship between the organizational climate and the motivations of the staff. It is possible to increase the level of employee engagement and motivation by means of the environment and atmosphere to be established in the organization; the negative organizational climate may lead to decreases in motivating conditions (Gray, Wilcox & Nordstokke, 2017;Barksdale, Peters & Corrales, 2019;Rahman & Ashraf, 2020).…”