Health and well-being hub

The document titled "Se déconnecter du travail: Guide de bonnes pratiques", published by the Centrale des syndicats du Québec (CSQ), explores the growing issue of hyperconnectivity and the erosion of boundaries between work and personal life, particularly in the context of telework and digital tools. It examines the causes and consequences of constant connectivity, including psychosocial risks and impacts on mental health, and offers both collective and individual strategies to promote work-life balance. The guide emphasizes the importance of organizational policies, union involvement, and legal frameworks, while also providing practical tips for managing digital tools and communication habits outside of work hours.

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Publisher: Centrale des syndicats du Québec (CSQ)
Country: Canada
Year of publication: 2023

Region: North America and the Caribbean
Topics: Right to disconnect and technology Unpaid work Workload
Available in: French
Categories of staff: Teachers Education support personnel School leaders Union representatives

This guide describes the requirements set out in the fundamental OSH Conventions, the Occupational Safety and Health Convention, 1981 (No. 155) and the Promotional Framework for Occupational Safety and Health, 2006 (No. 187), recognizing the complementarity of these two instruments to ensure good OSH governance at national level and sound OSH management at workplace level. To provide further guidance about the implementation of Conventions Nos 155 and 187, the publication also includes key provisions from the accompanying Recommendations 164 and 197.

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Publisher: International Labour Organization (ILO)
Year of publication: 2023

Topics: Physical health Safety Working conditions
Available in: English Spanish, Castilian French
Categories of staff: Teachers Education support personnel School leaders Union representatives
Resource type: Downloadable file

This opinion article highlights the challenges faced by early childhood education (ECE) personnel, emphasizing the impact of the COVID-19 pandemic on their employment conditions. It discusses the findings of the International Barometer of the Health and Wellbeing of Education Personnel (I-BEST), which reveal issues such as poor working conditions, low salaries, lack of professional recognition, and high levels of stress and job dissatisfaction among ECE workers.

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Publisher: Education International (EI)
Year of publication: 2023

Topics: Cross-cutting resource Mental health Physical health Violence and harassment Workload
Available in: English French Spanish, Castilian
Categories of staff: Teachers Education support personnel
Level of education: Early childhood education
Resource type: Web page

An analysis of the working conditions, health, and well-being of education personnel across various countries. Conducted biennially since 2021, the survey includes data from over 26,000 participants, covering aspects such as sociodemographic profiles, working hours, school environment, relationships at work, violence and security, physical environment, work-life balance, health indicators, and the use of digital tools.

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Publisher: Education and Solidarity Network (ESN) Foundation for Public Health
Country: Argentina Switzerland Spain Morocco Japan France Canada Cameroon Belgium United Kingdom
Year of publication: 2023

Topics: Cross-cutting resource
Available in: English French Spanish, Castilian
Categories of staff: Teachers Education support personnel School leaders
Level of education: Early childhood education Primary education Secondary education
Specific communities: Early-stage career Women
Resource type: Downloadable file

The guidance note provides strategies to support teachers' mental health and overall wellbeing in crisis contexts. It emphasizes the importance of promoting access to mental health and psychosocial support, creating enabling work environments, and enhancing teacher voice, agency, and leadership. The guidance is aligned with the INEE Minimum Standards and offers practical recommendations, tools, and examples to help educators, policymakers, and humanitarian actors improve the resilience and effectiveness of education systems in emergencies.

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Publisher: Inter-agency Network for Education in Emergencies (INEE)
Country: Palestine Myanmar Kenya Colombia
Year of publication: 2022

Topics: Leadership Mental health Safety Working conditions
Available in: English French Spanish, Castilian Portuguese Arabic Ukrainian
Categories of staff: Teachers
Resource type: Downloadable file

This article is part of a compilation of case studies that detail promising practices in teacher well‑being, teacher management, and school leadership.. This section discusses the challenges faced by refugee teachers in Lebanon as they balance professional expectations with their personal experiences. It highlights the dual role of these teachers who, while educating refugee students, also navigate their own difficult circumstances, including economic hardships, emotional stress, and uncertainty about the future. The study emphasizes the need for support systems that address both their professional and personal needs, suggesting that effective training, psychological support, and fair compensation are crucial for their well-being and effectiveness in their roles.

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Publisher: Inter-agency Network for Education in Emergencies (INEE) Harvard University
Country: Syria Lebanon
Year of publication: 2022

Region: Arab Countries
Topics: Cross-cutting resource Peer relationships Resources and conditions Safety Workload
Available in: English French Spanish, Castilian Portuguese Arabic
Categories of staff: Teachers
Specific communities: Migrants and refugees
Resource type: Downloadable file

This article is part of a compilation of case studies that detail promising practices in teacher well‑being, teacher management, and school leadership. The article describes an intervention aimed at supporting teachers' well-being and professional development through a holistic coaching model. The program, implemented in Colombia and the Occupied Palestinian Territories, focuses on three main areas: building teachers' social-emotional competencies, improving their well-being using mindfulness and acceptance techniques, and enhancing classroom management skills. The intervention includes continuous quality improvement-based coaching, where teachers receive individualized support and feedback

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Publisher: Inter-agency Network for Education in Emergencies (INEE) War Child Holland
Country: Colombia Palestine
Year of publication: 2022

Region: Latin America Arab Countries
Topics: Cross-cutting resource Peer relationships Resources and conditions Safety Workload
Available in: English French Spanish, Castilian Portuguese Arabic
Categories of staff: Teachers
Specific communities: Migrants and refugees
Resource type: Downloadable file

This article is part of a compilation of case studies that detail promising practices in teacher well‑being, teacher management, and school leadership. This text explores the well-being of teachers in Uganda and South Sudan amidst displacement and fragility. It highlights the challenges faced by teachers, including the impact of displacement on their professional and personal lives. The study emphasizes the importance of teacher well-being for effective teaching and learning, noting that teachers often struggle with stress, lack of resources, and the need for professional development.

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Publisher: Inter-agency Network for Education in Emergencies (INEE) Teachers College Columbia University
Country: South Sudan Uganda
Year of publication: 2022

Region: Africa
Topics: Cross-cutting resource Peer relationships Resources and conditions Safety Self-efficacy Workload
Available in: English French Spanish, Castilian Portuguese Arabic
Categories of staff: Teachers
Specific communities: Migrants and refugees
Resource type: Downloadable file

This article is part of a compilation of case studies that detail promising practices in teacher well‑being, teacher management, and school leadership. The "Social Emotional Development for Teachers" program in El Salvador aims to enhance teacher well-being by addressing the significant social and emotional challenges they face, such as stress from gang violence and community insecurity. The program provides over 3,000 teachers with training in social-emotional learning strategies and mindfulness practices to help them manage their emotions and reduce stress. This initiative is designed to improve teachers' relationships with students, parents, and colleagues, ultimately enhancing their effectiveness in the classroom and contributing to a more positive educational environment.

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Publisher: Inter-agency Network for Education in Emergencies (INEE) FHI360
Country: El Salvador
Year of publication: 2022

Region: Latin America
Topics: Mental health Physical health Resources and conditions Safety Social emotional skills
Available in: English French Spanish, Castilian Portuguese Arabic
Categories of staff: Teachers
Specific communities: Ethnic minorities
Resource type: Downloadable file

This article is part of a compilation of case studies that detail promising practices in teacher well‑being, teacher management, and school leadership. The initiative focuses on enhancing teachers' abilities to create trauma-informed classrooms and build psychological resilience using cognitive behavioral approaches. The program aims to equip teachers with coping skills and resilience-building techniques for their own mental well-being. By understanding their own mental health needs and learning evidence-based psychological strategies, teachers can better manage their emotions and stress.

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Publisher: Inter-agency Network for Education in Emergencies (INEE) Education Development Center
Country: Philippines
Year of publication: 2022

Region: Asia Pacific
Topics: Cross-cutting resource Mental health Physical health Resources and conditions Safety
Available in: English French Spanish, Castilian Portuguese Arabic
Categories of staff: Teachers
Specific communities: Ethnic minorities
Resource type: Downloadable file

This article is part of a compilation of case studies that detail promising practices in teacher well‑being, teacher management, and school leadership. The NRC provides comprehensive support mechanisms for teachers, including capacity building, expressive arts therapy, recreational activities, and a phone hotline for counseling. These efforts aim to equip teachers with the skills to address their own emotional and social needs, thereby improving their ability to support their students effectively. The initiative has shown positive outcomes, with teachers reporting increased resilience, improved stress management, and enhanced professional growth.

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Publisher: Inter-agency Network for Education in Emergencies (INEE) Norwegian Refugee Council
Country: Palestine Jordan
Year of publication: 2022

Region: Arab Countries
Topics: Cross-cutting resource Mental health Physical health Violence and harassment
Available in: English French Spanish, Castilian Portuguese Arabic
Categories of staff: Teachers
Specific communities: Migrants and refugees
Resource type: Downloadable file

This article offers a synthesis of a research report of McMaster University on the psychological impact of the COVID-19 pandemic on academic staff. The findings revealed significant mental health challenges, including increased anxiety, depression, and thoughts of death among respondents. The pandemic exacerbated existing issues such as heavy workloads, digital stress, and the need to balance professional and domestic responsibilities. The study highlighted the disproportionate impact on early career researchers, parents, women, 2SLGBTQ+ individuals, those with disabilities, and BIPOC populations. Academic staff associations are advocating for better mental health support and systemic changes to address these challenges.

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Publisher: Canadian Association of University Teachers (CAUT/ACPPU)
Country: Canada
Year of publication: 2021

Region: North America and the Caribbean
Topics: Mental health Pandemics and epidemics Right to disconnect and technology Workload
Available in: English French
Categories of staff: Teachers School leaders Researchers
Level of education: Higher education and research
Resource type: Web page

The 2021 UNSA Education Barometer reveals the challenges faced by education professionals in France, exacerbated by the COVID-19 pandemic. Despite a high level of job satisfaction and a sense of purpose among educators, the survey highlights a persistent lack of respect and recognition, with 66% of respondents feeling undervalued. The barometer also underscores the need for improved working conditions, better health support, and enhanced training.

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Publisher: Union nationale des syndicats autonomes - Education (UNSA Education)
Country: France
Year of publication: 2021

Region: Europe
Topics: Job satisfaction Pandemics and epidemics Physical health
Available in: French
Categories of staff: Teachers Education support personnel
Resource type: Web page

The adaptation and innovation in the SACHA project in Haiti have focused on teacher wellbeing. The project has developed training capsules to support the health and wellbeing of education workers. These capsules cover essential topics such as occupational health, mental health, and stress management, providing teachers with valuable resources to improve their working conditions.

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Publisher: CEMEA-Haiti Education and Solidarity Network (ESN) Solidarité Laïque Haïti Wallonie-Bruxelles Internationale (WBI)
Country: Haiti
Year of publication: 2021

Region: North America and the Caribbean
Topics: Mental health Physical health Working conditions
Available in: French
Categories of staff: Teachers Education support personnel
Resource type: Video

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Health and well-being hub Education International’s resource center

Showing 62 Resources Filtered by:

Disconnecting from work: Best practices guide

The fundamental conventions on occupational safety and health

Early childhood educators: New data on the challenges they face raises the alarm about an education sector at risk

International barometer of education staff (I-BEST 2023)

Guidance note on teacher wellbeing in emergency settings

Refugee teachers in Lebanon: The challenges of managing professional expectations with personal experiences

Coaching-observing-reflecting-engaging (CORE) for teachers: A well-being and support intervention for teachers

In their words: Teacher well-being amidst displacement and fragility in Uganda and South Sudan

“Social emotional development for teachers”: An innovative program to improve teacher well-being in El Salvador

Developing teachers’ abilities to create trauma-informed classrooms and teach psychological resilience-building using cognitive behavioral approaches in Mindanao, Philippines.

‘Supporting the supporters’: Refugee teachers and teachers living in protracted conflicts

The psychological toll for academic staff of COVID-19

Presentation of results to the media – UNSA barometer of education professions 2021

Adaptation and innovation in the SACHA project in Haiti: creation of training capsules