Beyond the silence : prioritizing teachers’ mental health in educational research, practice and policy

Abstract

Teacher mental health is a critical yet under-addressed dimension of educational quality and sustainability. While educators are widely recognised as key agents of student well- being, their own mental health remains relatively marginalised in research, institutional practices, and policy. This discussion paper highlights the urgent need to rethink how teacher mental health is conceptualised and addressed within education systems. Rather than viewing it as a private concern to be managed individually, it needs to be understood as a collective responsibility that requires institutional commitment and structural support. Adopting a narrative and integrative approach, the present paper draws on peer- reviewed studies selected from major scientific databases, alongside international evidence-based programmes and policy frameworks, to explore the key structural, relational, and organisational factors that shape educators’ mental health. Particular attention is paid to the emotional costs of teaching and the clinical consequences of chronic stress. The paper calls for policy reforms that embed teachers’ mental health into professional standards, quality assurance frameworks, and leadership training.