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Language teachers' wellbeing in Scotland: challenges and coping pathways
Manuel Jesús Cardoso-Pulido1, Francisco Valdera-Gil2, Raúl Ruiz-Cecilia1
1Department of Language, Literature and Education, School of Educational Sciences, University of Granada, Granada, Spain.
Frontiers in Psychology
|June 22, 2026
Summary
Language teacher wellbeing in Scotland is influenced by classroom dynamics, workload, and societal views. Supportive environments and clear policies are crucial for maintaining teacher mental health and effective teaching practices.
Area of Science:
- Education
- Psychology
- Sociology
Background:
- Teacher wellbeing is a critical factor in educational quality and retention.
- Ecological systems theory provides a framework for understanding the multifaceted influences on educators.
Purpose of the Study:
- To examine language teachers' wellbeing in Scotland using a holistic ecological framework.
- To identify challenges and coping mechanisms across various systems impacting teacher wellbeing.
Main Methods:
- In-depth semi-structured interviews with nine primary and secondary language teachers.
- Hybrid inductive-deductive thematic analysis of approximately 80,000 words of interview data.
- Conceptualization of psychological and social capital as cross-cutting resources.
Main Results:
- Teacher wellbeing is linked to enacting an 'ideal teacher-self,' positive classroom relations, and effective pedagogy.
- Chronic workload, administrative demands, and curriculum-policy misalignment negatively impact wellbeing.
- Supportive collegial environments, effective leadership, and external social support are key protective factors.
- Experienced teachers develop coping strategies, while early-career teachers face heightened vulnerability.
- Post-COVID challenges include digital competence gains alongside persistent pressures and bureaucratic demands.
Conclusions:
- Sustaining language teacher wellbeing requires multi-level interventions addressing individual, institutional, and societal factors.
- Addressing workload, promoting supportive school cultures, and aligning policy with practice are essential.
- Recognizing the unique challenges faced by teachers at different career stages is vital for targeted support.
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