AS an educationist who has worked in multiple schools, I have observed the majority of teachers in private schools struggling to cope with excessive work-related demands. Although a number of high-end schools have employed mental health counsellors for students, very few encourage teachers to approach them, and the educationists themselves do not do so for fear of being stigmatised.

Some schools have counsellors, which both students and teachers, can approach but nothing concrete is achieved as students are primarily ‘clients’ of the schools and every effort is made to hold on to them. In fact, today, there are multiple cases of students harassing teachers and making their lives miserable, but very little is done to address these issues. Until we learn to value the well-being of our teachers, the future looks very bleak.

Educational institutions are meant to instil values in the student body but since this client mentality has become the trend, teachers are not allowed to say anything to the students. If the teacher feels pressured or overburdened by the excessive workload as well as the mental torture she is subjected to by both the students and the management, she is told to just get on with the job. Most private educational institutions know that teachers are available a dime a dozen and that supply exceeds demand, so that the services of those who do not conform can be easily dispensed with.

In addressing mental health concerns, it is very important that a congenial environment is fostered not only for the student but also the teaching body because after all, the teaching staff is on the front line. If their mental well-being is looked after, the change will automatically be transmitted to the student body. However, the so-called counsellors can only function in a limited capacity. Their hands are tied and the senior management dictates work policies. Mental health is, unfortunately, very low on their list of priorities, which is why the turnover in the education sector is very high. The environment for teachers is, for the most part, toxic which translates into high absenteeism levels and a high turnover.

Teachers’ mental health must be prioritised.

Teaching is a noble profession and it is essential for individuals associated with it to be well looked after and given the care they deserve. Think about it: teachers as front-line workers are expected to take an average five to six periods a day, check copies, plan lessons, and carry out all manner of administrative tasks — often at the last minute. With deadlines looming, most are taking work home and working late into the night, although teachers are expected to have a healthier work-life balance than most other professions.

A number of women enter this profession because most of them do not have a choice in the matter as they receive a substantial rebate on the fee of their child who is studying at the school where they teach. Most working women are fighting on a lot of fronts and burning the midnight oil at both ends. Hence, looking after their well-being is of paramount importance.

As individuals tend to spend most of their day at work, an excessive workload and constant deadlines can lead to stress, anxiety, and depression, and ultimately, burn-out. Teachers must be given time to relax and unwind and be looked after. In fact, it is becoming increasingly stressful for them with each passing day; they are also held accountable for everything that goes amiss as they are soft targets and convenient scapegoats whose services can be easily dispensed with. Very few work out of a passion for the profession or because they have time on their hands; the majority of women in this profession are teaching out of economic necessity which is why it is very important for schools to give them the time, space and mental and emotional care which they need and to be more accommodating of their needs.

Educational institutions should pledge to take care of their teaching staff and ensure a healthy and congenial working environment, which will also benefit them by increasing teacher productivity and resourcefulness. It will be a win-win situation because teachers would then be motivated to deliver, and confident, happy teachers mean confident, self-assured students, which, in turn, will translate to better academic performances.

As a policy, school managements should prioritise the mental health of teachers and encourage, motivate and support them to do their work well.

We should not treat teachers as a means to an end, giving short shrift to their mental and emotional welfare and well-being.

The writer is an educationist.gaiteeara@hotmail.com.

Published in Dawn, November 19th, 2024