The effect of COVID-19 on schoolteachers’ emotional reactions and mental health: longitudinal results from the CLASS study

Nabe-Nielsen, Kirsten; Christensen, Karl Bang; Fuglsang, Nina Vibe; Larsen, Inge; Nilsson, Charlotte Juul

PURPOSE: We investigated schoolteachers’ emotional reactions to COVID-19 and mental health during three phases of the COVID-19 pandemic. We further analyzed if teachers, who belonged to a COVID-19 risk group, had more emotional reactions and poorer mental health than “non-risk” groups. METHODS: We collected questionnaire data in May, June, and November–December 2020 and used data from 2665 teachers at public schools (871 individuals participated in all three surveys). Participants reported their fear of infection, fear of transmission of infection to their home or pupils, perceived burnout and stress, and worries about their ability to manage the working conditions. We included information about COVID-19 risk group status, gender, age, organization of teaching (physical presence or remote teaching), and the pupils’ grade. We estimated prevalence ratios and took repeated measures into account. RESULTS: Emotional reactions and poor mental health increased significantly with 27–84% from May to November–December 2020. Teachers, who were particularly vulnerable to the adverse consequences of COVID-19, had the highest prevalence of fear of infection and poor mental health. CONCLUSION: Teachers play a crucial role in a society’s response to a pandemic. Yet, the dual role of teaching and virus control along with concerns regarding the health consequences of an infection may contribute to the observed increase in emotional reactions to COVID-19 and poor mental health.