TEACHERS’ MENTAL HEALTH AND ITS IMPACT ON LEARNING

Abstract

Teachers’ mental health has taken center stage in discussions about the quality of education, since teachers’ working conditions directly influence professional performance and the teaching-learning process. The intensification of work demands, job insecurity, school violence, work overload, and the devaluation of the profession have contributed to an increase in disorders such as anxiety, depression, occupational stress, and burnout syndrome among basic education teachers. This article aims to analyze the impacts of teachers’ mental health on student learning, identifying the main factors related to teacher illness and discussing strategies aimed at promoting well-being in the school environment. This is a basic research study, with a qualitative approach, descriptive and exploratory objectives, and bibliographic procedures, developed from the analysis of scientific articles, monographs, and recent research on the subject. The results show that teacher psychological distress compromises pedagogical planning, reduces professional motivation, hinders interpersonal relationships, and negatively interferes with student learning, socio-emotional development, and academic performance. It is concluded that promoting teacher mental health should be understood as an indispensable strategy for strengthening the quality of education, requiring investments in public policies, professional recognition, better working conditions, and permanent psychosocial support programs for teachers.