When schools closed during the Covid pandemic, millions of teachers were expected to keep education running while absorbing the emotional shock felt by families and communities. For many, the classroom moved into the home, boundaries disappeared, and pressure intensified. New research focusing on Colombian primary and secondary teachers shows how deeply this period affected mental health and well-being, especially where inequality and limited resources were already part of daily life. The findings were published in the International Journal of Educational Research Open.
The study highlights that stress was not caused by online teaching alone. Teachers faced longer working hours, constant availability, and the emotional burden of supporting students dealing with poverty, hunger, and family instability. In poorer urban areas and rural communities, educators often became informal social workers, helping families access food programmes and basic services alongside their teaching responsibilities.
Lack of access to technology emerged as a major source of stress. While some schools switched smoothly to online platforms, others struggled with unreliable internet, limited devices, or no connectivity at all. Teachers had to improvise lessons, chase engagement, and manage fear of falling behind, all while learning unfamiliar digital tools under intense time pressure.
Relationships also played a central role in shaping stress levels. Teachers reported strained interactions with parents, colleagues, and school leadership. Conflicting expectations, unclear communication, and pressure to maintain academic standards despite extraordinary circumstances contributed to exhaustion. For some, supportive leadership eased the strain, but for others inconsistent guidance made daily work more difficult.
The research points to a powerful cultural expectation that teachers should solve every problem placed before them. Many felt responsible not only for learning outcomes but also for children’s emotional safety and family welfare. This idealised view of the teaching role added pressure while offering little recognition, leaving some educators feeling undervalued and overwhelmed.
Personal stressors compounded professional demands. Fear of infection, anxiety about loved ones, and the challenge of balancing work with caregiving at home were common. Female teachers were particularly affected, as childcare and household responsibilities increased alongside professional workload. Many described disrupted sleep, physical tension, and persistent anxiety during this period.
Despite these challenges, teachers developed coping strategies that helped them endure. Support from family members, stronger bonds with colleagues, and moments of shared purpose provided emotional relief. Some found stability through routine, physical activity, or spiritual practices. Others regained confidence by mastering new teaching approaches and supporting each other through rapid change.
However, the study also reveals a significant gap in formal psychological support. While schools focused on keeping learning going, teachers often felt their own mental health was overlooked. Coping was largely left to individual effort rather than supported through structured systems.
The findings suggest that protecting teachers’ mental health is not only a matter of personal resilience. It requires policy attention, investment in resources, clearer leadership communication, and recognition of the complex role teachers play during crises. Without this, the risk of burnout and long-term attrition remains high.