Our world has seen an unprecedented upheaval as a result of the COVID-19 epidemic, which has an impact on both physical and mental health. Teachers have been particularly hard hit by the pandemic and have had to deal with issues including remote learning, evolving medical standards, and unheard-of uncertainty. There has been a serious cost to teachers' mental health, with many suffering from posttraumatic stress disorder (PTSD), anxiety, and depression. This essay contends that providing for the mental health of educators must be a primary priority both during and after the epidemic since doing so would help ensure student achievement. It is designed for government and educational decision-makers who have the authority to decide how to distribute resources and develop policies for the wellbeing of teachers. I make an appeal to them, underlining the need of supporting teachers' mental health and the consequences of failing to do so.
By underlining the costs to teachers' mental health and the unfavorable effects of disregarding it, this article engages the audience's emotions. By providing scientific data that backs up the argument, it appeals to the audience's sense of rationality. The essay also employs rhetorical questions to draw in readers and nudge them to think about how crucial it is to promote teacher wellbeing. There are no logical fallacies used in the essay's argument.
First, we must acknowledge the significance of teacher well-being in student performance. Teachers have a significant impact on their pupils' academic and psychological growth. It is difficult for teachers to perform their tasks efficiently when they are experiencing high levels of stress, burnout, and PTSD. According to research, teacher well-being is associated with student accomplishment and engagement in the classroom (Trudel & Sokal, 2023). As a result, we must emphasize mental health support for teachers in order to offer the greatest possible learning environment for their children.
Second, the epidemic has aggravated teachers' pre-existing mental health issues. Teachers have been forced to adjust quickly to remote learning and hybrid models, frequently with minimal resources and training. They have also had to handle continually shifting public health requirements as well as safety issues for themselves and their students. Educators have reported high levels of stress and burnout as a result of these issues (Mondragon et al., 2023). Teachers have been diagnosed with PTSD in some situations, which can result in a variety of negative effects, including reduced job performance and increased absenteeism (Mondragon et al., 2023).
Third, long-term financial savings can be realized by offering instructors mental health care. Neglecting the well-being of teachers can have unfavorable effects, including greater turnover rates that can be expensive for schools and districts. Students' academic performance and engagement may suffer if teachers quit their employment as a result of stress and burnout (Trudel & Sokal, 2023). However, offering teachers mental health care can result in advantages like enhanced job performance, lower absenteeism, and greater job satisfaction (Mondragon et al., 2023).
In conclusion, COVID-19 pandemic has made it clear how crucial it is to promote teachers' well-being. We must acknowledge that educator mental health issues have gotten worse as a result of the epidemic and that teacher happiness is related to student success. Not only is it the ethical thing to do to promote teachers' mental health, but doing so will also save money over time. Neglecting the needs of teachers can have detrimental effects on both teachers and pupils. Policymakers and school administrators must therefore give educators' mental health the attention it deserves, both during and after the pandemic.