Teachers’ Emotional Toll During Wartime Resilience

Teachers are often hailed as the "first responders" of the emotional world during times of crisis, but a new longitudinal study from Ben-Gurion University of the Negev (BGU) warns that this role comes with a significant psychological price tag. The research, published in Teaching and Teacher Education, reveals that the expectation for teachers to project calm and affection for their students while suppressing their own fear can lead to severe burnout and clinical depression if not managed correctly.

The study, led by Ph.D. candidate Shahar Nudler-Muzikant and Dr. Moti Benita from BGU’s School of Education, tracked 259 educators across three critical intervals during the "Iron Swords" War. The findings offer a sobering look at the "emotional labor" required of teachers in conflict zones—a reality the researchers note remains acutely relevant as educators continue to maintain routines amidst ongoing security threats.

The "Surface" vs. "Deep" Struggle

The researchers distinguished between two primary strategies teachers use to manage their emotions: "Deep Acting" (a sincere attempt to actually feel the required emotions like calm and affection) and "Surface Acting" (faking or hiding authentic feelings of fear and stress). The study found that the motivation behind these strategies is the strongest predictor of mental health. When teachers perform this emotional labor because they truly identify with their role as caregivers (internal motivation), they experience less distress. However, when they feel forced by external pressures—such as expectations from parents or administrators—their risk of psychological collapse increases.

Alarming Clinical Data

Data collected beginning in December 2023 shows how fragile many educators were feeling. Initially, 25% of teachers reported severe depressive and anxious symptoms. While some symptoms decreased over six months, levels remained high:

• Clinical Thresholds: Approximately 40% of teachers reported levels of anxiety and depression that crossed clinical thresholds.
• Severe Symptoms: Roughly 12% suffered from severe depression and 5% from severe anxiety—rates notably higher than those found in the general population during non-crises.

"In a period of war, the teacher is often the first line of support for the children, but who supports the teacher?" Says Nudler-Muzikant, the study’s lead author. "Our research proves that it is not enough to ask teachers to 'be strong' and cope with their feelings. If the teacher feels that resilience is being forced upon them as an external requirement, it can lead to collapse. The key is to develop the teachers' educational identity as caregivers, who identify with their work and recognize its importance. Ironically, a system that forces teachers to deal with their emotions only increases the risk that they will experience high levels of distress."

Dr. Moti Benita adds: "The study offers important insights regarding the experiences of teachers working in the shadow of wars and security crises. While the study's findings are based on data from the 'Iron Swords' War, they are also relevant today, during the current war with Iran, as teachers maintain the routine for their students while practicing emotional regulation in the classroom. In a world characterized by increasing instability, driven by international conflicts, climate change, and political polarization, teachers play an increasingly vital role as anchors for their students. They are called upon not only to block the emotional impact of external events but also to educate students as thoughtful and involved contributors to society. As part of this responsibility, developing teachers' professional identity as one that includes emotional and not just pedagogical aspects may contribute not only to the emotional well-being of teachers and the prevention of dropout, but also be significant in nurturing students to become active, responsible, and contributing citizens."

Global Implications for Education Policy

The BGU team concludes that to mitigate the risk of teacher attrition, training programs must shift toward fostering internal motivation and clear educational identities. Creating a school climate that allows teachers to express their values, rather than just faking a "calm" exterior, is essential for preserving the teaching workforce during global crises.