TEACHER BURNOUT AND SCHOOL INCLUSION: A LITERATURE REVIEW ON WORK OVERLOAD AND PSYCHOSOMATIC IMPACTS ON REGULAR EDUCATION TEACHERS

Abstract

This article analyzes, through a bibliographic review, the relationship between teacher exhaustion, workload, and school inclusion, with a focus on the psychosomatic impacts on regular education teachers. Burnout Syndrome has emerged as one of the main manifestations of illness among basic education professionals, reflecting the effects of excessive workload, fragile professional training, and the lack of multidisciplinary support, which significantly intensify the burden faced by educators, along with the demands of inclusive education. The qualitative and exploratory research was based on articles, dissertations, and normative documents consulted on platforms such as Google Scholar, SciELO, and the CAPES Journal Portal. The results indicate recurring symptoms such as stress, insomnia, muscle pain, and anxiety, which are aggravated in the context of including students with disabilities, affecting teachers' health and their connection with students. Although coping strategies such as institutional support and self-care practices exist, the study highlights the need for effective public policies that promote healthier, more sustainable school environments committed to teacher well-being and the quality of educational practices.