FACTORS THAT IMPACT THE HEALTH OF TEACHERS OF STUDENTS WITH DISABILITIES

Abstract

This article analyzes the factors that impact the health of teachers who work with students with disabilities, considering the challenges imposed by inclusive education in the Brazilian school context. It is based on the understanding that, although inclusion represents progress in educational policies and human rights, its implementation still occurs amid structural, educational, and institutional limitations that overload teaching work. The study aims to understand how insufficient training, curriculum adaptation, the lack of pedagogical resources, limited specialized support, and precarious working conditions interfere with the physical and mental well-being of these professionals. This is a qualitative study of a bibliographic and descriptive nature, grounded in authors who discuss disability, teacher education, school inclusion, and teacher health. The results indicate that teachers, when taking on multiple responsibilities without adequate support, become more vulnerable to stress, emotional exhaustion, and illness. It is concluded that the effectiveness of inclusion depends not only on the access of students with disabilities to school, but also on public policies that ensure professional recognition, institutional support, and adequate working conditions, thus promoting both teacher health and the quality of the teaching and learning process in an inclusive environment.