She closed her laptop and sighed, “When will this end?”

Even in normal times, Indonesian teachers have reported extreme stress as a result of work overload, poor working conditions and having to keep up with policy changes. The pandemic only exacerbates the situation.

For teachers, the transition to online teaching has increased mental pressures as they are expected to adapt, plan and instruct while having to deal with the constraints of distance learning, such as miscommunication, student discipline, screen fatigue and more.

While it is true that mental health has already been a topic of discussion even before the COVID-19 outbreak, teachers have remained left out. Studies have shown a significant relationship between teachers’ mental health, their efficacy and the quality of their student’s overall education experience. Child, adolescent and family psychologist Rosdiana Setyaningrum believes that the impact of home-based learning on students’ mental health is affected by their teacher’s methods and motivation.

Article 39 of Law No. 15/2005 on teachers and lecturers stipulates that teachers are entitled to protection against occupational safety and health hazards, but the definition of health risks in the “work environment” remains vague. The understanding of the term “health” under this law suggests that it only pertains to physical health. There is a gap in the protection of teachers, as mental health is not covered despite reports of mental burdens and chronic stress faced by educators.  

We talk — if not complain — a lot about the “low quality of education” in Indonesia, yet we have, perhaps unintentionally, overlooked the implication of teachers’ mental health on the overall performance and learning experience of the students. So, how can we support and protect our teachers, especially in times of crisis?

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