Ei-iE

Health and well-being hub

Workload

Workload is a critical factor that affects the well-being of all education workers, particularly when it becomes excessive or misaligned with professional support structures. Education workers often face substantial administrative demands, inconsistent and insufficient professional development opportunities, and heightened accountability for student performance. In addition, the expansion of their roles and the need to continuously adapt to evolving educational policies and practices contribute to increased pressure.

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Topics: Workload
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Healthy professional worker partnership: Academia case study survey findings

Research

This report explores the trajectory of 379 academic professionals from experiencing mental health issues to decisions around workplace adjustments, leave, and the return-to-work process, with attention to differences by gender and academic status. Key insights include that 60% of respondents reported a mental health issue; among those, 54% modified their work and 23% took a formal leave, of whom 83% ultimately returned, though return rates varied significantly by employment type. Women and tenure-track academics were particularly affected by increased psychological distress, burnout, and presenteeism during the COVID-19 pandemic.

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Publisher
Healthy Professional Worker Partnership
Country
Canada
Year of publication
2023
Region
North America and the Caribbean
Topics
Mental health Pandemics and epidemics Workload
Available in
English
Categories of staff
Researchers
Resource type
Downloadable file

Beyond burnout: A roadmap to improve educator well-being

Guides

The document outlines strategies to address educator burnout and improve their well-being. It highlights the importance of supporting educators through research-based strategies, professional development, and systemic changes. The report emphasizes the link between educator well-being and student outcomes.

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Publisher
American Federation of Teachers Educators Thriving
Country
United States of America
Year of publication
2023
Region
North America and the Caribbean
Topics
Job satisfaction Mental health Workload
Available in
English
Categories of staff
Teachers
Resource type
Downloadable file

Walking faculty back from the cliff

Research

The article, based on findings from a global survey of over 900 public administration faculty, identifies three key lessons and reveals widespread physical and emotional exhaustion among respondents. It underscores the urgent need for higher education institutions to address faculty burnout, which has been intensified by low pay, limited opportunities for advancement, and the lasting effects of the COVID-19 pandemic. The article stresses the importance of understanding faculty experiences and implementing solutions, such as improved financial security, supportive career pathways, and policies that foster work-life balance, to enhance faculty well-being and retention.

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Publisher
Inside Higher Ed
Country
United States of America
Year of publication
2023
Region
North America and the Caribbean
Topics
Cross-cutting resource Mental health Pandemics and epidemics Physical health Workload
Available in
English
Categories of staff
Teachers Education support personnel Researchers Union representatives
Level of education
Higher education and research
Resource type
Web page

Early childhood educators: New data on the challenges they face raises the alarm about an education sector at risk

Opinion/commentary

This opinion article highlights the challenges faced by early childhood education (ECE) personnel, emphasizing the impact of the COVID-19 pandemic on their employment conditions. It discusses the findings of the International Barometer of the Health and Wellbeing of Education Personnel (I-BEST), which reveal issues such as poor working conditions, low salaries, lack of professional recognition, and high levels of stress and job dissatisfaction among ECE workers.

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Publisher
Education International (EI)
Year of publication
2023
Topics
Cross-cutting resource Mental health Physical health Violence and harassment Workload
Available in
English French Spanish, Castilian
Categories of staff
Teachers Education support personnel
Level of education
Early childhood education
Resource type
Web page

Teacher wellbeing index - 2023

Research

The Teacher Wellbeing Index 2023 sheds light on the mounting mental health crisis within the UK education sector. Drawing on responses from over 3,000 education professionals, the report reveals widespread experiences of stress, burnout, and sleep disturbances, particularly among school leaders. Feelings of loneliness are alarmingly high, with education staff reporting twice the level of workplace loneliness compared to the general population. Confidence in the current inspection framework is critically low, with the majority viewing it as detrimental to mental health and lacking in credibility.

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Publisher
Education Support
Country
United Kingdom
Year of publication
2023
Region
Europe
Topics
Cross-cutting resource Leadership Mental health Pandemics and epidemics Peer relationships Physical health Respect Violence and harassment Workload
Available in
English
Categories of staff
Teachers Education support personnel School leaders
Level of education
Early childhood education Primary education Secondary education
Resource type
Downloadable file

Bargaining and advocacy tactics to support educators' mental health

Opinion/commentary

The NEA article highlights a growing crisis in education, with 55% of educators considering leaving their jobs earlier than planned, a sharp rise from 37% just months prior. The survey reveals that this trend spans all roles and demographics, with Black and Hispanic/Latino educators disproportionately affected. The pandemic has intensified long-standing staffing shortages, leaving teachers overwhelmed, covering for absent colleagues, and unable to provide adequate support to students. NEA President Becky Pringle calls it a “five-alarm crisis”, urging elected officials to take immediate action to prevent a mass exodus and ensure students receive the attention and mental health support they need.

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Publisher
National Education Association (NEA)
Country
United States of America
Year of publication
2022
Region
North America and the Caribbean
Topics
Mental health Pandemics and epidemics Workload
Available in
English
Categories of staff
Teachers
Specific communities
Ethnic minorities
Resource type
Web page

Teacher mental health during COVID-19: Pandemic research report

Research

The report captures the firsthand experiences of teachers during the 2020-2021 school year. It reveals how various aspects of their professional lives, exacerbated by the pandemic, contributed to a decline in mental health. The report is based on narratives from interviews with 110 teachers, highlighting the significant impact of high job demands, lack of support, and the challenges of adapting to new teaching environments.

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Publisher
Canadian Teachers' Federation/Fédération canadienne des enseignantes et des enseignants
Country
Canada
Year of publication
2022
Region
North America and the Caribbean
Topics
Mental health Pandemics and epidemics Working conditions Workload
Available in
English
Categories of staff
Teachers
Resource type
Downloadable file

Refugee teachers in Lebanon: The challenges of managing professional expectations with personal experiences

Research

This article is part of a compilation of case studies that detail promising practices in teacher well‑being, teacher management, and school leadership.. This section discusses the challenges faced by refugee teachers in Lebanon as they balance professional expectations with their personal experiences. It highlights the dual role of these teachers who, while educating refugee students, also navigate their own difficult circumstances, including economic hardships, emotional stress, and uncertainty about the future. The study emphasizes the need for support systems that address both their professional and personal needs, suggesting that effective training, psychological support, and fair compensation are crucial for their well-being and effectiveness in their roles.

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Publisher
Inter-agency Network for Education in Emergencies (INEE) Harvard University
Country
Syria Lebanon
Year of publication
2022
Region
Arab Countries
Topics
Cross-cutting resource Peer relationships Resources and conditions Safety Workload
Available in
English French Spanish, Castilian Portuguese Arabic
Categories of staff
Teachers
Specific communities
Migrants and refugees
Resource type
Downloadable file

Coaching-observing-reflecting-engaging (CORE) for teachers: A well-being and support intervention for teachers

Research

This article is part of a compilation of case studies that detail promising practices in teacher well‑being, teacher management, and school leadership. The article describes an intervention aimed at supporting teachers' well-being and professional development through a holistic coaching model. The program, implemented in Colombia and the Occupied Palestinian Territories, focuses on three main areas: building teachers' social-emotional competencies, improving their well-being using mindfulness and acceptance techniques, and enhancing classroom management skills. The intervention includes continuous quality improvement-based coaching, where teachers receive individualized support and feedback

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Publisher
Inter-agency Network for Education in Emergencies (INEE) War Child Holland
Country
Palestine Colombia
Year of publication
2022
Region
Arab Countries Latin America
Topics
Cross-cutting resource Peer relationships Resources and conditions Safety Workload
Available in
English French Spanish, Castilian Portuguese Arabic
Categories of staff
Teachers
Specific communities
Migrants and refugees
Resource type
Downloadable file

In their words: Teacher well-being amidst displacement and fragility in Uganda and South Sudan

Research

This article is part of a compilation of case studies that detail promising practices in teacher well‑being, teacher management, and school leadership. This text explores the well-being of teachers in Uganda and South Sudan amidst displacement and fragility. It highlights the challenges faced by teachers, including the impact of displacement on their professional and personal lives. The study emphasizes the importance of teacher well-being for effective teaching and learning, noting that teachers often struggle with stress, lack of resources, and the need for professional development.

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Publisher
Inter-agency Network for Education in Emergencies (INEE) Teachers College Columbia University
Country
South Sudan Uganda
Year of publication
2022
Region
Africa
Topics
Cross-cutting resource Peer relationships Resources and conditions Safety Self-efficacy Workload
Available in
English French Spanish, Castilian Portuguese Arabic
Categories of staff
Teachers
Specific communities
Migrants and refugees
Resource type
Downloadable file

Teacher wellbeing index - 2022

Research

The Teacher Wellbeing Index 2022 highlights a worsening mental health crisis in the UK education sector, with high levels of stress, burnout, and emotional exhaustion reported across the workforce, particularly among school leaders. Many education professionals feel unable to take time off when unwell and regularly experience symptoms such as insomnia, low mood, and difficulty concentrating. The report shows that poor work-life balance, excessive workload, and feeling undervalued are major reasons staff are considering leaving the profession. Despite these challenges, it also emphasizes the critical role of supportive leadership, a positive workplace culture, and access to mental health resources in improving staff wellbeing and retention.

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Publisher
Education Support
Country
United Kingdom
Year of publication
2022
Region
Europe
Topics
Cross-cutting resource Leadership Mental health Peer relationships Physical health Respect Violence and harassment Workload
Available in
English
Categories of staff
Teachers Education support personnel School leaders
Level of education
Early childhood education Primary education Secondary education
Resource type
Downloadable file

EIS member survey 2021: Health and wellbeing findings

Research

The survey, which gathered responses from over 16,000 teachers in Scotland, reveals that educators have been significantly impacted by the COVID-19 pandemic, with many reporting high levels of stress and unsustainable workloads. The survey, conducted over a period of 18 days in November 2021, included 32 questions covering topics such as workload, COVID-19, and health and wellbeing. The findings highlight the ongoing challenges teachers face, including the need to constantly adapt to new safety measures and provide blended learning for students.

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Publisher
Educational Institute of Scotland
Country
United Kingdom
Year of publication
2021
Region
Europe
Topics
Cross-cutting resource Mental health Pandemics and epidemics Workload
Available in
English
Categories of staff
Teachers
Resource type
Downloadable file

Mental health in academia: The challenges faculty face predate the pandemic and require systemic solutions

Research

The article on Academic Matters discusses the persistent mental health challenges faced by faculty in academia, which have been exacerbated by the COVID-19 pandemic but existed long before it. It highlights the heavy workloads, high expectations, and systemic issues within academic institutions that contribute to stress, anxiety, and burnout among faculty members. The article emphasizes the need for systemic solutions, including better working conditions, fair compensation, and supportive policies, to address these long-standing issues and improve the mental health and well-being of academic staff.

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Publisher
Academic Matters
Country
United States of America
Year of publication
2021
Region
North America and the Caribbean
Topics
Mental health Pandemics and epidemics Physical health Workload
Available in
English
Categories of staff
Education support personnel Researchers
Level of education
Higher education and research
Specific communities
Women
Resource type
Web page

Supporting staff wellbeing in higher education

Research

The report examines the working conditions and wellbeing of academic staff in UK universities. It highlights the prevalence of psychosocial hazards such as high job demands, poor support, and unclear roles, which contribute to stress and burnout. The report also discusses the impact of the COVID-19 pandemic on staff wellbeing, emphasizing the need for better support systems, flexible working options, and a positive psychosocial safety climate.

Download resource in English
Publisher
Education Support
Country
United Kingdom
Year of publication
2021
Region
Europe
Topics
Cross-cutting resource Mental health Pandemics and epidemics Working conditions Workload
Available in
English
Categories of staff
Teachers Education support personnel School leaders Researchers
Level of education
Higher education and research
Resource type
Downloadable file

The psychological toll for academic staff of COVID-19

Research

This article offers a synthesis of a research report of McMaster University on the psychological impact of the COVID-19 pandemic on academic staff. The findings revealed significant mental health challenges, including increased anxiety, depression, and thoughts of death among respondents. The pandemic exacerbated existing issues such as heavy workloads, digital stress, and the need to balance professional and domestic responsibilities. The study highlighted the disproportionate impact on early career researchers, parents, women, 2SLGBTQ+ individuals, those with disabilities, and BIPOC populations. Academic staff associations are advocating for better mental health support and systemic changes to address these challenges.

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Publisher
Canadian Association of University Teachers
Country
Canada
Year of publication
2021
Region
North America and the Caribbean
Topics
Mental health Pandemics and epidemics Right to disconnect and technology Workload
Available in
English French
Categories of staff
Teachers School leaders Researchers
Level of education
Higher education and research
Resource type
Web page