Mental health in teachers of rural schools in the post-pandemic context

Abstract

The COVID-19 pandemic caused reforms in the educational field, among which the migration from face-to-face education to the virtual modality stands out. However, in rural areas, this reform significantly affected the teaching-learning process, since many students did not have the accessibility and connectivity to continue learning during said context, which indicates that the educational crisis that existed before the pandemic has worsened and the gaps between urban and rural areas have deepened. However, this worrisome, discouraging and frustrating context from the return to face-to-face to the present would be generating the wear and tear of teachers' emotional resources and affecting fundamental aspects of their mental health, among which depression, anxiety and stress stand out. For this reason, it is necessary that the Ministry of Education and its decentralized instances implement and strengthen the services and strategies of care, prevention, protection, approach and recovery of the psychological well-being and quality of life of teachers, giving greater emphasis to those who work in areas rural areas, due to the multiple limitations and needs that historically exist in the aforementioned context.

Keywords

• mental health
• rural education
• teachers
• post-pandemic
• face-to-face classes.