Colombian teachers’ mental health and well-being: Stressors and coping mechanisms during the COVID-19 crisis

Although the mental health and well-being of teachers have been examined extensively, fewer studies have focused on teachers in basic education, particularly at the primary and secondary levels in Latin America. This study examines stressors that affected the mental health and well-being of Colombian teachers during the crisis generated by the COVID-19 pandemic, as well as the coping mechanisms they used to address the problems they faced. Qualitative data were collected through focus groups with 36 Colombian teachers working in primary and secondary schools. The results underscore the substantial impact of pre-existing structural and social inequalities on Colombian teachers’ mental health and well-being, particularly in contexts of heightened vulnerability. Furthermore, the presence of complex relationships, idealised perceptions of their role, and personal factors contributed to a decline in their well-being. The results also indicate that teachers navigated the multifaceted challenges of the pandemic through coping mechanisms spanning familial, institutional, and intrapersonal domains that were often deeply personal. The findings underscore the necessity of implementing sustainable and ongoing policies that prioritize primary and secondary teachers' mental health and well-being.