THE PARADOX OF INCLUSION: HOW CAN INCLUSIVE EDUCATION BE PROMOTED WITHOUT COMPROMISING TEACHERS’ MENTAL HEALTH?

Resumen

The development of inclusive education represents one of the greatest challenges facing contemporary education policies, particularly given the need to guarantee every student’s right to learning without disregarding teachers’ working conditions. This chapter aims to analyze the paradox between the expansion of inclusive practices and the preservation of teachers’ mental health by examining the factors that influence this process and the strategies capable of promoting a better balance among inclusion, teaching quality, and professional well-being. The methodology adopted consists of a narrative literature review based on Brazilian and international scientific publications issued in recent years, as well as an analysis of legal documents and public policies related to inclusive education and the recognition of the teaching profession. The results show that the lack of specific continuing professional development, excessive workloads, a shortage of pedagogical resources, increasing bureaucratic demands, and insufficient institutional support contribute to occupational stress, anxiety, and emotional exhaustion among teachers. It is concluded that effective school inclusion depends on integrated policies that combine investments in infrastructure, multidisciplinary teams, ongoing professional development, participatory school management, and initiatives aimed at promoting teachers’ mental health, thereby making sustainable and socially committed inclusive education possible.