INCLUSIVE EDUCATION AND TEACHER MENTAL HEALTH: CHALLENGES AND STRATEGIES FOR PROMOTING SUSTAINABLE SCHOOL ENVIRONMENTS

Resumen

Inclusive education is a fundamental principle of contemporary educational policies, promoting access, participation, and learning for all students in school environments that respect diversity. However, the expansion of inclusive practices has been accompanied by new demands on teachers, who frequently face excessive workloads, complex pedagogical demands, and structural limitations that may compromise their mental health and professional performance. This chapter aims to analyze the challenges related to teacher mental health in the context of inclusive education and to discuss strategies for building sustainable school environments that reconcile inclusion, educational quality, and the recognition of education professionals. The study is characterized as an integrative literature review based on the analysis of scientific studies published in national and international databases, as well as legal and regulatory documents concerning inclusive education and policies for recognizing and supporting teachers. The findings indicate that factors such as insufficient continuing professional development, a shortage of pedagogical resources, a lack of multidisciplinary support, and the intensification of administrative demands contribute to increased occupational stress, anxiety, and emotional exhaustion among teachers. It is concluded that the consolidation of sustainable school environments depends on coordination among public policies, institutional investment, participatory school management, and ongoing mental health promotion initiatives, thereby strengthening both school inclusion and teachers’ quality of life and professional development.