TEACHER STRESS AND THE CHALLENGES OF INCLUSIVE EDUCATION: THE URGENCY OF IMPLEMENTING POLICIES THAT PROMOTE TEACHERS' WELL-BEING AND MENTAL HEALTH

Abstract

This piece examines the pressure educators face and the challenges in adopting inclusive education, emphasizing the immediate need for public policies that safeguard teachers' mental health and overall well-being. The review indicates that excessive workloads, insufficient ongoing training, and a lack of teaching resources exacerbate teachers' emotional fatigue, thereby impacting the standard of education. Drawing on theoretical insights and comparisons with global practices, the article suggests practical solutions to address these issues, including mental health support initiatives, recognition of professional efforts, and enhancements to school facilities. It concludes that successful inclusion can only be achieved if teachers are healthy, engaged, and appreciated, backed by cohesive and well-integrated policies.