THE HIDDEN BURDEN: TEACHERS' MENTAL HEALTH IN TIMES OF STRESS

Abstract

This article addresses the growing concern about teachers' mental well-being, highlighting how the school environment and career stresses contribute to the mental illness of these teachers. The objective of this research is to investigate the main reasons that give rise to lapses of stress among educators, investigating their origins, consequences and probable ways of combating them. For this purpose, a qualitative methodology was used, based on a bibliographic review using the CAPES, Scielo, Google Scholar and Brazilian Digital Library of Theses and Dissertations (BDTD) databases, with the purpose of assimilating their conceptions and subjective practices pertinent to stress in the performance of the activity. The results indicate notable levels of emotional fatigue, anxiety and depressive prognoses, with the main causative agents being overweight at work, lack of professional prestige, pressure for results, insufficient institutional support and the need to harmonize personal and professional life. It is concluded that teachers' mental health is alarmingly distressed by opposing essential and emotional situations and should urgently include the implementation of public policies that promote excellent work environments, psychological assistance and recognition of the teaching profession.