TEACHER TRAINING, MENTAL HEALTH, AND TEACHING IN THE CONTEXT OF SPECIAL EDUCATION

Authors

  • Luiz Fernando Ridolfi Universidad Europea del Atlántico (UNEATLANTICO), Santander, Espanha
  • Claudiney Paiva de Brito Ivy Enber Christian University (ENBER), Flórida, USA
  • Heloisa do Rosário Universidad Europea del Atlántico (UNEATLANTICO), Santander, Espanha https://orcid.org/0009-0006-7482-4207
  • Maria Antonia Barreiros de Moura Instituto Federal do Amazonas (IFAM), Amazonas, Brasil
  • Gustavo Cerqueira Mantovani Universidad Europea del Atlántico (UNEATLANTICO), Santander, Espanha
  • Fabiano Corrêa Universidad Europea del Atlántico (UNEATLANTICO), Santander, Espanha https://orcid.org/0009-0005-9587-2147
  • Maria Arleide Lima dos Santos São Luís University (SLU), Orlando, Flórida, USA
  • Erison Borin Must University (MUST), Florida, USA https://orcid.org/0009-0009-7285-6960
  • Silvia Mara Landim de Carvalho Universidad Europea del Atlántico (UNEATLANTICO), Santander, Espanha

DOI:

https://doi.org/10.66104/bn1ra424

Keywords:

Teacher training; Teachers’ mental health; Special education; Mental illness; Working conditions.

Abstract

This study examines the relationship between teacher education, mental health, and teaching practice in the context of special education, focusing on the implications of educational and workplace conditions for mental health issues and teacher well-being. It is based on the assumption that working in inclusive settings imposes specific demands that place strain on initial and continuing education, requiring pedagogical, emotional, and relational competencies that are often not sufficiently addressed in training programs. Methodologically, this is an empirical qualitative study conducted through semi-structured interviews with teachers working in special education, whose data were subjected to thematic content analysis. The results show that gaps in teacher training, combined with precarious working conditions, emotional overload, and a lack of institutional support, constitute significant risk factors for psychological distress and the development of conditions such as chronic stress and burnout syndrome. In contrast, coping strategies centered on peer support, reframing pedagogical work, and seeking continuing education were identified. As a contribution, the study proposes linking teacher training with institutional care policies as a structural framework for promoting mental health in the field of special education, highlighting the need for more integrated training models that simultaneously address the technical and psychosocial dimensions of teaching.

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Published

2026-05-09

Issue

Vol. 7 No. 04 (2026): RJNM - ISSN 2675-4312

Section

Artigos

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How to Cite

TEACHER TRAINING, MENTAL HEALTH, AND TEACHING IN THE CONTEXT OF SPECIAL EDUCATION. (2026). RJNM, 7(04), 1-35. https://doi.org/10.66104/bn1ra424