European Trade Union Committee for Education

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On this International Mental Health Day, 10 October, ETUCE underscores the critical importance of addressing the occupational aspects of mental health and well-being in the education sector.

Teachers across Europe face unique pressures, and mental health is a fundamental pillar of their well-being, directly impacting their professional lives and the quality of education they provide.

To confront these growing challenges, ETUCE has launched the “APRES COVID” project, co-funded by the EU, which explores the occupational mental health and well-being of education workers across all levels of education. This initiative reveals how the pandemic has exacerbated psychosocial risks in teaching and academic professions.

As part of this project, ETUCE is currently conducting a case study in public and private schools in Portugal on the 9th and 10th of October, coinciding perfectly with International Mental Health Day, involving interviews to assess the pandemic's impact on the mental health and well-being of education workers in this region.

In 2024, ETUCE conducted a Europe-wide survey among education social partners to better understand the state of mental health in the sector. The results uncovered several pressing issues:

Working Time and Workload
Despite some post-pandemic reductions in working hours due to the sharp rise during COVID-19, the overall trend indicates that workloads remain high, particularly for teachers. The survey shows that education professionals continue to experience an increase in working hours.

Pressure at Work
One of the most significant findings is the lasting pressure brought on by digitalisation. Technologies that were rapidly introduced during the pandemic have now become permanent fixtures in education, adding strain to teachers' daily routines. While many reported strong support from peers, school leaders, who now shoulder even greater responsibilities, continue to face mounting pressure.

Support at Work
The survey revealed a mixed picture regarding workplace support. While many teachers felt supported by their colleagues, managerial and supervisory support has decreased since the peak of the pandemic. Alarmingly, health and safety support remains inadequate, and provisions for mental health accommodations are often insufficient.

Resources
Though resources like continuous professional development and initial teacher training exist, opportunities for regular feedback are scarce. Mental health resources, particularly those evaluated by education trade unions, are deemed unsatisfactory compared to the perspectives of employers.

Psychosocial Risks
Psychosocial risks such as excessive workload, work intensity, and aggressive behaviour have surged since the return to physical classrooms. Digitalisation and disruptive student behaviour remain persistent challenges. While privacy concerns have decreased, the increased use of digital tools in education continues to create stress for many teachers.

These findings highlight the urgent need for comprehensive action to protect the mental health of education workers. On this International Mental Health Day, ETUCE also draws attention to the ongoing discussions in the European Parliament concerning the need for a comprehensive EU strategy on mental health. ETUCE fully supports the call for a legislative initiative on mental health and urges policymakers to prioritise the occupational mental health and well-being of education professionals in these discussions.

To learn more about ETUCE’s position on mental health, read our full statement

Learn more about our project APRES COVID