Eğitim Ortamlarında İş Sağlığı ve Güvenliği: Riskler, Yönetim Çerçeveleri ve Sürdürülebilir Eğitimci İyi Oluşu
Özet
Bu bölümde eğitim ortamlarında iş sağlığı ve güvenliği, eğitimcilerin mesleki iyi oluşu ve sürdürülebilir eğitim kalitesi açısından çok boyutlu bir çerçevede ele alınmıştır. Eğitim kurumlarının çoğu zaman düşük riskli çalışma ortamları olarak görülmesine karşın; öğretmenler ve diğer eğitim çalışanları fiziksel, ergonomik, biyolojik, kimyasal ve psikososyal birçok tehlikeyle karşı karşıyadır. İç ortam hava kalitesi, sınıf akustiği, kas-iskelet sistemi rahatsızlıkları, ses bozuklukları, iş yeri şiddeti, taciz, stres ve tükenmişlik bu risk alanlarının başında gelmektedir. Bölümde ayrıca ILO sözleşmeleri, ISO 45001 ve ISO 45003 standartları, Dünya Sağlık Örgütü rehberleri ve UNESCO’nun okul güvenliği çerçevesi doğrultusunda eğitimde iş sağlığı ve güvenliğinin uluslararası temelleri incelenmiştir. Eğitim kurumlarında etkili bir İSG yaklaşımının yalnızca fiziksel güvenlik önlemleriyle sınırlı kalmaması; psikososyal risk yönetimini, liderliği, çalışan katılımını, güvenlik kültürünü ve eğitimci sağlığını destekleyen kurumsal politikaları da kapsaması gerektiği vurgulanmıştır. Sonuç olarak eğitimcilerin sağlığının korunması, hem mesleki sürdürülebilirlik hem de nitelikli ve eşitlikçi eğitim hedefleri açısından temel bir gereklilik olarak değerlendirilmiştir.
This chapter examines occupational health and safety (OHS) in educational environments within a multidimensional framework that links it to educators’ professional well-being and the sustainability of quality education. Although schools and universities are often perceived as low-risk workplaces, teachers and other education staff are exposed to a wide range of physical, ergonomic, biological, chemical, and psychosocial hazards. Indoor air quality, classroom acoustics, musculoskeletal disorders, voice disorders, workplace violence, harassment, stress, and burnout are among the most prominent risk areas. The chapter also reviews the international foundations of OHS in education in light of ILO conventions, the ISO 45001 and ISO 45003 standards, World Health Organization guidance, and UNESCO’s Comprehensive School Safety Framework. It emphasizes that an effective OHS approach in educational institutions cannot be limited to physical safety measures alone; it must also encompass psychosocial risk management, leadership, worker participation, safety culture, and institutional policies that protect educator health. In conclusion, safeguarding educators’ health is evaluated as a fundamental requirement for both professional sustainability and the goals of quality and equitable education.
Referanslar
Allen, J. G., MacNaughton, P., Satish, U., Santanam, S., Vallarino, J., & Spengler, J. D. (2016). Associations of cognitive function scores with carbon dioxide, ventilation, and volatile organic compound exposures in office workers: A controlled exposure study of green and conventional office environments. Environmental Health Perspectives, 124(6), 805–812. https://doi.org/10.1289/ehp.1510037
American National Standards Institute. (2010). Acoustical performance criteria, design requirements, and guidelines for schools (ANSI/ASA S12.60-2010/Part 1). Acoustical Society of America.
American Society of Civil Engineers. (2021). 2021 report card for America's infrastructure. American Society of Civil Engineers. https://infrastructurereportcard.org
Annesi-Maesano, I., Baiz, N., Banerjee, S., Rudnai, P., Rive, S., & SINPHONIE Group. (2013). Indoor air quality and sources in schools and related health effects. Journal of Toxicology and Environmental Health, Part B, 16(8), 491–550. https://doi.org/10.1080/10937404.2013.853609
Antoniou, A. S., Polychroni, F., & Vlachakis, A. N. (2006). Gender and age differences in occupational stress and professional burnout between primary and high-school teachers in Greece. Journal of Managerial Psychology, 21(7), 682–690. https://doi.org/10.1108/02683940610690213
Azari, S., Aghaz, A., Maarefvand, M., Ghelichi, L., Pashazadeh, F., & Amiri Shavaki, Y. (2024). The prevalence of voice disorders and the related factors in university professors: A systematic review and meta-analysis. Journal of Voice, 38(5),1103–1114. https://doi.org/10.1016/j.jvoice.2022.02.017
Bakker, A. B., & Demerouti, E. (2017). Job demands–resources theory: Taking stock and looking forward. Journal of Occupational Health Psychology, 22(3), 273–285. https://doi.org/10.1037/ocp0000056
Barros, C., Fernandes, C., & Baylina, P. (2025). Psychosocial risk factors and burnout among teachers: Can emotional intelligence make a difference? International Journal of Environmental Research and Public Health, 22(9), Article 1439. https://doi.org/10.3390/ijerph22091439
Basner, M., Babisch, W., Davis, A., Brink, M., Clark, C., Janssen, S., & Stansfeld, S. (2014). Auditory and non-auditory effects of noise on health. The Lancet, 383(9925), 1325–1332. https://doi.org/10.1016/S0140-6736(13)61613-X
Beames, J. R., Christensen, H., & Werner-Seidler, A. (2021). School teachers: The forgotten frontline workers of COVID-19. Australasian Psychiatry, 29(4), 420–422. https://doi.org/10.1177/10398562211006145
Beus, J. M., Payne, S. C., Bergman, M. E., & Arthur, W., Jr. (2010). Safety climate and injuries: An examination of theoretical and empirical relationships. Journal of Applied Psychology, 95(4), 713–727. https://doi.org/10.1037/a0019164
Billett, P., Turner, K., & Li, X. (2023). Australian teacher stress, well‐being, self‐efficacy, and safety during the COVID‐19 pandemic. Psychology in the Schools, 60(5), 1394-1414.
Bistafa, S. R., & Bradley, J. S. (2000). Reverberation time and maximum background-noise level for classrooms from a comparative study of speech intelligibility metrics. Journal of the Acoustical Society of America, 107(2), 861–875. https://doi.org/10.1121/1.428268
Borntrager, C., Caringi, J. C., van den Pol, R., Crosby, L., O'Connell, K., Trautman, A., & McDonald, M. (2012). Secondary traumatic stress in school personnel. Advances in School Mental Health Promotion, 5(1), 38–50. https://doi.org/10.1080/1754730X.2012.664862
Bovo, R., Galceran, M., Petruccelli, J., & Hatzopoulos, S. (2007). Vocal problems among teachers: Evaluation of a preventive voice program. Journal of Voice, 21(6), 705–722. https://doi.org/10.1016/j.jvoice.2006.07.002
Boyce, P. R. (2014). Human factors in lighting (3rd ed.). CRC Press.
Bride, B. E. (2007). Prevalence of secondary traumatic stress among social workers. Social Work, 52(1), 63–70. https://doi.org/10.1093/sw/52.1.63
Burde, D. (2014). Schools for conflict or for peace in Afghanistan. Columbia University Press.
Burton, J. (2010). WHO healthy workplace framework and model: Background and supporting literature and practices. World Health Organization.
Cabinet Office of Japan. (2023). White paper on disaster management 2023. Cabinet Office, Government of Japan.
Cantor Cutiva, L. C., Vogel, I., & Burdorf, A. (2013). Voice disorders in teachers and their associations with work-related factors: A systematic review. Journal of Communication Disorders, 46(2), 143–155. https://doi.org/10.1016/j.jcomdis.2013.01.001
Caputo, A., Langher, V., & Civitillo, S. (2019). Psychosocial risks and violence against teachers. Is it possible to promote well-being at work? International Journal of Environmental Research and Public Health, 16(22), Article 4439. https://doi.org/10.3390/ijerph16224439
Cardoso, J. P., Ribeiro, I. Q. B., de Araújo, T. M., Carvalho, F. M., & Reis, E. J. F. B. (2009). Prevalence of musculoskeletal pain among teachers. Revista Brasileira de Epidemiologia, 12(4), 604–614. https://doi.org/10.1590/S1415-790X2009000400010
Carver-Thomas, D., & Darling-Hammond, L. (2017). Teacher turnover: Why it matters and what we can do about it. Learning Policy Institute. https://doi.org/10.54300/454.278
Chatzidiakou, L., Mumovic, D., & Summerfield, A. J. (2012). What do we know about indoor air quality in school classrooms? A critical review of the literature. Intelligent Buildings International, 4(4), 228–259.British Journal of Educational Psychology, 93(3), 712–726. https://doi.org/10.1111/bjep.12587
Collie, R. J. (2023). Teacher well-being and turnover intentions: Investigating the roles of job resources and job demands. British Journal of Educational Psychology, 93(3), 712–726. https://doi.org/10.1111/bjep.12587
Da Silva, S. L. C., & Amaral, F. G. (2019). Critical factors of success and barriers to the implementation of occupational health and safety management systems: A systematic review of literature. Safety Science, 117, 123–132. https://doi.org/10.1016/j.ssci.2019.03.026
Daniel, S. J. (2020). Education and the COVID-19 pandemic. Prospects, 49(1–2), 91–96. https://doi.org/10.1007/s11125-020-09464-3
Dreer, B., & Gouasé, N. (2022). Interventions fostering well-being of schoolteachers: A review of research. Oxford Review of Education, 48(5), 587–605. https://doi.org/10.1080/03054985.2021.2002290
Edmondson, A. C. (2018). The fearless organization: Creating psychological safety in the workplace for learning, innovation, and growth. Wiley.
Education Support. (2024). Teacher wellbeing index 2024. Education Support. https://www.educationsupport.org.uk
Erick, P. N., & Smith, D. R. (2011). A systematic review of musculoskeletal disorders among school teachers. BMC Musculoskeletal Disorders, 12, 260. https://doi.org/10.1186/1471-2474-12-260
Espelage, D., Anderman, E. M., Brown, V. E., Jones, A., Lane, K. L., McMahon, S. D., Reddy, L. A., & Reynolds, C. R. (2013). Understanding and preventing violence directed against teachers: Recommendations for a national research, practice, and policy agenda. American Psychologist, 68(2), 75–87. https://doi.org/10.1037/a0031307
EU Compass Consortium. (2017). Mental health in the workplace. European Commission. https://health.ec.europa.eu/document/download/ca07dcc7-2ec3-4d1c-998d-abee657611e8_en
European Agency for Safety and Health at Work. (2025). An overview of work-related psychosocial risks and mental health outcomes in the EU health and social care sector. Publications Office of the European Union. https://osha.europa.eu/en/publications/overview-work-related-psychosocial-risks-and-mental-health-outcomes-eu-health-and-social-care-sector
Ferber, A. L. (2018). Are you willing to die for this work? Public targeted online harassment in higher education: SWS presidential address. Gender & Society, 32(3), 301–320. https://doi.org/10.1177/0891243218766831
Figley, C. R. (2002). Compassion fatigue: Psychotherapists’ chronic lack of self care. Journal of Clinical Psychology, 58(11), 1433–1441. https://doi.org/10.1002/jclp.10090
Galand, B., Lecocq, C., & Philippot, P. (2007). School violence and teacher professional disengagement. British Journal of Educational Psychology, 77(2), 465–477. https://doi.org/10.1348/000709906X114571
Gallup. (2025). State of the global workplace: 2025 report. Gallup. https://www.gallup.com/file/workplace/659528/state-of-the-global-workplace-2025-download.pdf
Granziera, H., Collie, R. J., & Martin, A. J. (2020). Understanding teacher wellbeing through job demands–resources theory. In C. F. Mansfield (Ed.), Cultivating teacher resilience (pp. 229–244). Springer. https://doi.org/10.1007/978-981-15-5963-1_14
Han, J., Yin, H., Wang, J., & Bai, Y. (2020). Challenge job demands and job resources to university teacher well-being: The mediation of teacher efficacy. Studies in Higher Education, 45(8), 1771–1785. https://doi.org/10.1080/03075079.2019.1594180
Hascher, T., & Waber, J. (2021). Teacher well-being: A systematic review of the research literature from the year 2000–2019. Educational Research Review, 34, 100411. https://doi.org/10.1016/j.edurev.2021.100411
Health and Safety Executive. (2023). Work-related stress and how to manage it: Guidance for employers. Health and Safety Executive. https://www.hse.gov.uk/stress
Heredia-Gálvez, I., & Millán-Barroso, J. A. (2026). Technostress: A systematic literature review on creators, inhibitors and mental health impacts in university teaching staff. Journal of Technology and Science Education, 16(1). https://doi.org/10.3926/jotse.3469
Heschong, L. (2002). Daylighting and human performance. ASHRAE Journal, 44(6), 65–67.
Hignett, S., & McAtamney, L. (2000). Rapid Entire Body Assessment (REBA). Applied Ergonomics, 31(2), 201–205. https://doi.org/10.1016/S0003-6870(99)00039-3
Hill, R. H., Jr., & Finster, D. C. (2016). Laboratory safety for chemistry students (2nd ed.). Wiley.
Hinz, A., Zenger, M., Brähler, E., Spitzer, S., Scheuch, K., & Seibt, R. (2016). Effort-reward imbalance and mental health problems in 1074 German teachers, compared with those in the general population. Stress and Health, 32(3), 224–230. https://doi.org/10.1002/smi.2596
Hoglund, W. L., Klingle, K. E., & Hosan, N. E. (2015). Classroom risks and resources: Teacher burnout, classroom quality and children's adjustment in high needs elementary schools. Journal of School Psychology, 53(5), 337–357. https://doi.org/10.1016/j.jsp.2015.06.002
Hoover, S. A., Sapere, H., Lang, J. M., Nadeem, E., Dean, K. L., & Vona, P. (2018). Statewide implementation of an evidence-based trauma intervention in schools. School Psychology Quarterly, 33(1), 44–53. https://doi.org/10.1037/spq0000248
Hydon, S., Wong, M., Langley, A. K., Stein, B. D., & Kataoka, S. H. (2015). Preventing secondary traumatic stress in educators. Child and Adolescent Psychiatric Clinics of North America, 24(2), 319–333. https://doi.org/10.1016/j.chc.2014.11.003
International Agency for Research on Cancer. (2012). Chemical agents and related occupations: A review of human carcinogens (IARC Monographs on the Evaluation of Carcinogenic Risks to Humans, Vol. 100F). World Health Organization.
International Labour Organization. (2019). Violence and Harassment Convention, 2019 (No. 190). International Labour Organization.
International Labour Organization. (2022). Resolution on the inclusion of a safe and healthy working environment in the ILO's framework of fundamental principles and rights at work. International Labour Conference, 110th Session.
International Labour Organization. (2024). World employment and social outlook: Trends 2024. International Labour Organization.
International Organization for Standardization. (2018). Occupational health and safety management systems—Requirements with guidance for use (ISO 45001:2018). International Organization for Standardization.
International Organization for Standardization. (2018b). Educational organizations—Management systems for educational organizations—Requirements with guidance for use (ISO 21001:2018). International Organization for Standardization.
International Organization for Standardization. (2021). Occupational health and safety management—Psychological health and safety at work—Guidelines for managing psychosocial risks (ISO 45003:2021). International Organization for Standardization.
Joo, I., & Baek, K. (2024). The consequences of ISO 45001: Preliminary analysis of cases in Korea. Journal of Occupational Health, 66(1), Article uiad007. https://doi.org/10.1093/joccuh/uiad007
Kabirikopaei, A., & Lau, J. (2020). Uncertainty analysis of various CO₂-based tracer-gas methods for estimating seasonal ventilation rates in classrooms with different mechanical systems. Building and Environment, 179, Article 107003. https://doi.org/10.1016/j.buildenv.2020.107003
Karasek, R., Brisson, C., Kawakami, N., Houtman, I., Bongers, P., & Amick, B. (1998). The Job Content Questionnaire (JCQ): An instrument for internationally comparative assessments of psychosocial job characteristics. Journal of Occupational Health Psychology, 3(4), 322–355. https://doi.org/10.1037/1076-8998.3.4.322
Kim, L. E., Oxley, L., & Asbury, K. (2022). "My brain feels like a browser with 100 tabs open": A longitudinal study of teachers' mental health and well-being during the COVID-19 pandemic. British Journal of Educational Psychology, 92(1), 299–318. https://doi.org/10.1111/bjep.12450
Klingbeil, D. A., & Renshaw, T. L. (2018). Mindfulness-based interventions for teachers: A meta-analysis of the emerging evidence base. School Psychology Quarterly, 33(4), 501–511. https://doi.org/10.1037/spq0000291
Klusmann, U., Aldrup, K., Roloff, J., Lüdtke, O., & Hamre, B. K. (2022). Does instructional quality mediate the link between teachers' emotional exhaustion and student outcomes? A large-scale study using teacher and student reports. Journal of Educational Psychology, 114(6), 1339–1358. https://doi.org/10.1037/edu0000703
Kopecký, K., & Szotkowski, R. (2017). Cyberbullying, cyber aggression and their impact on the victim—The teacher. Telematics and Informatics, 34(2), 506–517. https://doi.org/10.1016/j.tele.2016.08.014
Kristensen, T. S., Hannerz, H., Høgh, A., & Borg, V. (2005). The Copenhagen Psychosocial Questionnaire—A tool for the assessment and improvement of the psychosocial work environment. Scandinavian Journal of Work, Environment & Health, 31(6), 438–449. https://doi.org/10.5271/sjweh.948
Kush, J. M., Badillo-Goicoechea, E., Musci, R. J., & Stuart, E. A. (2022). Teachers' mental health during the COVID-19 pandemic. Educational Researcher, 51(9), 593–597. https://doi.org/10.3102/0013189X221134281
Kyriakides, L., Kaloyirou, C., & Lindsay, G. (2010). An analysis of the Revised Olweus Bully/Victim Questionnaire using the Rasch measurement model. British Journal of Educational Psychology, 76(4), 781–801. https://doi.org/10.1348/000709905X53499
Lai, B. S., Esnard, A. M., Lowe, S. R., & Peek, L. (2016). Schools and disasters: Safety and mental health assessment and interventions for children. Current Psychiatry Reports, 18(12), 109. https://doi.org/10.1007/s11920-016-0743-9
Lawson, H. A., Caringi, J. C., Gottfried, R., Bride, B. E., & Hydon, S. P. (2019). Educators’ secondary traumatic stress, children’s trauma, and the need for trauma literacy. Harvard Educational Review, 89(3), 421–447. https://doi.org/10.17763/1943-5045-89.3.421
Learning Policy Institute. (2024). The state of the teacher workforce: A state-by-state analysis of the factors influencing teacher shortages, supply, demand, and equity [Interactive map]. https://learningpolicyinstitute.org/product/state-of-teacher-workforce-interactive
Leka, S., Jain, A., Iavicoli, S., & Di Tecco, C. (2015). An evaluation of the policy context on psychosocial risks and mental health in the workplace in the European Union: Achievements, challenges, and the future. BioMed Research International, 2015, Article 213089. https://doi.org/10.1155/2015/213089
Madigan, D. J., & Kim, L. E. (2021). Towards an understanding of teacher attrition: A meta-analysis of burnout, job satisfaction, and teachers' intentions to quit. Teaching and Teacher Education, 105, 103425. https://doi.org/10.1016/j.tate.2021.103425
Mangena, M. C., & Matlala, S. F. (2023). Teachers’ Lived Experiences of Workplace Violence and Harassment Committed by Learners from Selected High Schools in Limpopo Province, South Africa. Healthcare, 11(18), 2602. https://doi.org/10.3390/healthcare11182602
Maslach, C., & Leiter, M. P. (2016). Understanding the burnout experience: Recent research and its implications for psychiatry. World Psychiatry, 15(2), 103–111. https://doi.org/10.1002/wps.20311
McMahon, S. D., Worrell, F. C., Reddy, L. A., Martinez, A., Espelage, D. L., Astor, R. A., Anderman, E. M., Valido, A., Swenski, T., Perry, A. H., Dudek, C. M., & Bare, K. (2024). Violence and aggression against educators and school personnel, retention, stress, and training needs: National survey results. American Psychologist. https://www.apa.org/pubs/journals/releases/amp-amp0001348.pdf
McMahon, S. D., Martinez, A., Espelage, D., Rose, C., Reddy, L. A., Lane, K., Anderman, E. M., Reynolds, C. R., Jones, A., & Brown, V. (2014). Violence directed against teachers: Results from a national survey. Psychology in the Schools, 51(7), 753–766. https://doi.org/10.1002/pits.21777
Mealings, K. (2016). Classroom acoustic conditions: Understanding what is suitable through a review of national and international standards, recommendations, and live classroom measurements. ResearchGate. https://doi.org/10.13140/RG.2.2.27307.41760
Mendell, M. J., & Heath, G. A. (2005). Do indoor pollutants and thermal conditions in schools influence student performance? A critical review of the literature. Indoor Air, 15(1), 27–52. https://doi.org/10.1111/j.1600-0668.2004.00320.x
Mohammadfam, I., Kamalinia, M., Momeni, M., Golmohammadi, R., Hamidi, Y., & Soltanian, A. (2017). Evaluation of the quality of occupational health and safety management systems based on key performance indicators in certified organizations. Safety and Health at Work, 8(2), 156–161. https://doi.org/10.1016/j.shaw.2016.09.001
Mossong, J., Hens, N., Jit, M., Beutels, P., Auranen, K., Mikolajczyk, R., Massari, M., Salmaso, S., Tomba, G. S., Wallinga, J., Heijne, J., Sadkowska-Todys, M., Rosinska, M., & Edmunds, W. J. (2008). Social contacts and mixing patterns relevant to the spread of infectious diseases. PLoS Medicine, 5(3), e74. https://doi.org/10.1371/journal.pmed.0050074
NASUWT. (2023). The Big Question Survey Report 2023. https://nasuwt.org.uk/static/847bdd11-256f-4aec-8ee7cc0201f2bf9f/33ff67f1-358b-4ec7-9ec50e1f602dca88/Big-Question-Survey-Report-2023.pdf
National Education Union. (2025, April 14). State of education: Teacher stress and wellbeing. https://neu.org.uk/latest/press-releases/state-education-teacher-stress-and-wellbeing
National Institute for Occupational Safety and Health. (2024, April 10). Hierarchy of controls. Centers for Disease Control and Prevention. https://www.cdc.gov/niosh/hierarchy-of-controls/about/index.html
National Policy Board for Educational Administration. (2015). Professional standards for educational leaders 2015. National Policy Board for Educational Administration.
New York State Department of Labor. (2024). Workplace violence prevention information. https://dol.ny.gov/workplace-safety
New Zealand Ministry of Education. (2024). Health and safety responsibilities for schools. https://www.education.govt.nz/education-professionals/schools-year-0-13/health-and-safety/health-and-safety-responsibilities-schools
Occupational Safety and Health Administration. (2024). 29 C.F.R. Part 1910—Occupational safety and health standards. Electronic Code of Federal Regulations. https://www.ecfr.gov/current/title-29/subtitle-B/chapter-XVII/part-1910
Organisation for Economic Co-operation and Development. (2024). Results from TALIS 2024. OECD Publishing. https://www.oecd.org/en/publications/results-from-talis-2024_90df6235-en.html
Ozamiz-Etxebarria, N., Legorburu Fernandez, I., Lipnicki, D. M., Idoiaga Mondragon, N., & Santabárbara, J. (2023). Prevalence of burnout among teachers during the COVID-19 pandemic: A meta-analysis. International Journal of Environmental Research and Public Health, 20(6), Article 4866. https://doi.org/10.3390/ijerph20064866
Öztürk, M., Arslan, M. H., Ecemiş, A. S., Doğan, G., & Arslan, H. D. (2023). School buildings performance in 7.7 Mw and 7.6 Mw catastrophic earthquakes in southeast of Turkey. Journal of Building Engineering, 79, Article 107810. https://doi.org/10.1016/j.jobe.2023.107810
Park, R. J., Goodman, J., Hurwitz, M., & Smith, J. (2020). Heat and learning. American Economic Journal: Economic Policy, 12(2), 306–339. https://doi.org/10.1257/pol.20180612
Pas, E. T., Bradshaw, C. P., & Hershfeldt, P. A. (2012). Teacher- and school-level predictors of teacher efficacy and burnout: Identifying potential areas for support. Journal of School Psychology, 50(1), 129–145. https://doi.org/10.1016/j.jsp.2012.10.001
Pizarro, M., & Kohli, R. (2020). "I stopped sleeping": Teachers of color and the impact of racial battle fatigue. Urban Education, 55(7), 967–991. https://doi.org/10.1177/0042085918805788
Pressley, T. (2021). Factors contributing to teacher burnout during COVID-19. Educational Researcher, 50(5), 325–327. https://doi.org/10.3102/0013189X211004138
Pyhältö, K., Pietarinen, J., Haverinen, K., Tikkanen, L., & Soini, T. (2021). Teacher burnout profiles and proactive strategies. European Journal of Psychology of Education, 36(1), 219–242. https://doi.org/10.1007/s10212-020-00465-6
RAND Corporation. (2025). State of the American teacher survey: 2025 technical documentation. RAND Corporation. https://www.rand.org/pubs/research_reports/RRA1108-17.html
Rey, L., Extremera, N., & Pena, M. (2016). Emotional competence relating to perceived stress and burnout in Spanish teachers: A mediator model. PeerJ, 4, Article e2087. https://doi.org/10.7717/peerj.2087
Riley, P., See, S.-M., Marsh, H., & Dicke, T. (2021). The Australian principal occupational health, safety and wellbeing survey: 2020 data. Institute for Positive Psychology and Education, Australian Catholic University. https://www.principalhealth.org/reports/2020_AU_Final_Report.pdf
Roy, N., Merrill, R. M., Thibeault, S., Parsa, R. A., Gray, S. D., & Smith, E. M. (2004). Prevalence of voice disorders in teachers and the general population. Journal of Speech, Language, and Hearing Research, 47(2), 281–293. https://doi.org/10.1044/1092-4388(2004/023)
Roy, N., Weinrich, B., Gray, S. D., Tanner, K., Stemple, J. C., & Sapienza, C. M. (2003). Three treatments for teachers with voice disorders: A randomized clinical trial. Journal of Speech, Language, and Hearing Research, 46(3), 670–688. https://doi.org/10.1044/1092-4388(2003/053)
Satish, U., Mendell, M. J., Shekhar, K., Hotchi, T., Sullivan, D., Streufert, S., & Fisk, W. J. (2012). Is CO2 an indoor pollutant? Direct effects of low-to-moderate CO2 concentrations on human decision-making performance. Environmental Health Perspectives, 120(12), 1671–1677. https://doi.org/10.1289/ehp.1104789
Save the Children. (2024). Our impact in 2023. Save the Children International. https://www.savethechildren.net/stories/Save-the-Children-Annual-Review-Our-Impact-2023
Schildkraut, J., Sokolowski, E. S., & Nicoletti, J. (2021). The survivor network: The role of shared experiences in mass shootings recovery. Victims & Offenders, 16(1), 20–49. https://doi.org/10.1080/15564886.2020.1764426
Schleicher, A. (2020). Teaching and learning international survey 2018: Insights and interpretations. OECD Publishing.
Schulte, P. A., Stephenson, C. M., Okun, A. H., Palassis, J., & Biddle, E. (2005). Integrating occupational safety and health information into vocational and technical education and other workforce preparation programs. American Journal of Public Health, 95(3), 404–411. https://doi.org/10.2105/AJPH.2004.047241
Selwyn, N. (2024). On the limits of artificial intelligence (AI) in education. Nordisk Tidsskrift for Pedagogikk og Kritikk, 10, 51–64. https://doi.org/10.23865/ntpk.v10.6062
Skaalvik, E. M., & Skaalvik, S. (2017). Motivated for teaching? Associations with school goal structure, teacher self-efficacy, job satisfaction and emotional exhaustion. Teaching and Teacher Education, 67, 152–160. https://doi.org/10.1016/j.tate.2017.06.006
Skaalvik, E. M., & Skaalvik, S. (2018). Job demands and job resources as predictors of teacher motivation and well-being. Social Psychology of Education, 21(5), 1251–1275. https://doi.org/10.1007/s11218-018-9464-8
Stamm, B. H. (2010). The concise ProQOL manual (2nd ed.). ProQOL.org. https://proqol.org/proqol-manual
Stansfeld, S. A., Rasul, F. R., Head, J., & Singleton, N. (2011). Occupation and mental health in a national UK survey. Social Psychiatry and Psychiatric Epidemiology, 46(2), 101–110. https://doi.org/10.1007/s00127-009-0173-7
Steiner, E. D., Doan, S., Woo, A., Gittens, A. D., Lawrence, R. A., Berdie, L., Wolfe, R. L., Greer, L., & Schwartz, H. L. (2022). Restoring teacher and principal well-being is an essential step for rebuilding schools: Findings from the State of the American Teacher and State of the American Principal Surveys. RAND Corporation. https://www.rand.org/pubs/research_reports/RRA1108-4.html
Tahernejad, S., Ghaffari, S., Abdi, A., Soltani, R., Tavakol, K., & Tahernejad, S. (2024). Musculoskeletal disorders among teachers: A systematic review and meta-analysis. Frontiers in Public Health, 12, Article 1399552. https://doi.org/10.3389/fpubh.2024.1399552
Trinite, B. (2017). Epidemiology of voice disorders in Latvian school teachers. Journal of Voice, 31(4), 508.e1–508.e9. https://doi.org/10.1016/j.jvoice.2016.10.014
Tsutsumi, A., Shimazu, A., Eguchi, H., Inoue, A., & Kawakami, N. (2018). A Japanese stress check program screening tool predicts employee long-term sickness absence: A prospective study. Journal of Occupational Health, 60(1), 55–63. https://doi.org/10.1539/joh.17-0161-OA
Uluöz, M., & Gökmen, M. Y. (2023). The 2023 Turkey earthquake: Management of 627 pediatric musculoskeletal injuries in the first month. Children, 10(11), 1733. https://doi.org/10.3390/children10111733
United Nations. (2015). Transforming our world: The 2030 agenda for sustainable development (A/RES/70/1). United Nations General Assembly.
United Nations Educational, Scientific and Cultural Organization. (2024a). Comprehensive school safety framework. https://www.unesco.org/sdg4education2030/en/knowledge-hub/comprehensive-school-safety-framework
United Nations Educational, Scientific and Cultural Organization. (2024b). Comprehensive school safety framework. https://www.unesco.org/sdg4education2030/en/knowledge-hub/comprehensive-school-safety-framework
Universities Safety and Health Association. (2018). Higher education sector guidance on health and safety in fieldwork and travel: Including all offsite visits and travel in the UK and overseas. https://www.usha.org.uk/wp-content/uploads/2023/03/MASTERUSHA_Safety-in-Fieldwork-Guide.pdf
U.S. Department of Education. (2013). Guide for developing high-quality school emergency operations plans. U.S. Department of Education, Office of Safe and Supportive Schools.
U.S. Environmental Protection Agency. (2024). Indoor air quality tools for schools. https://www.epa.gov/iaq-schools
Verdolini, K., & Ramig, L. O. (2001). Review: Occupational risks for voice problems. Logopedics Phoniatrics Vocology, 26(1), 37–46. https://doi.org/10.1080/140154301300109125
Viac, C., & Fraser, P. (2020). Teachers' well-being: A framework for data collection and analysis (OECD Education Working Paper No. 213). OECD Publishing. https://doi.org/10.1787/c36fc9d3-en
Vilcekova, S., Meciarova, L., Burdova, E. K., Katunska, J., Kosicanova, D., & Doroudiani, S. (2017). Indoor environmental quality of classrooms and occupants’ comfort in a special education school in Slovak Republic. Building and Environment, 120, 29–40. https://doi.org/10.1016/j.buildenv.2017.05.001
Wargocki, P., & Wyon, D. P. (2017). Ten questions concerning thermal and indoor air quality effects on the performance of office work and schoolwork. Building and Environment, 112, 359–366. https://doi.org/10.1016/j.buildenv.2016.11.020
Wei, C., Gerberich, S. G., Alexander, B. H., Ryan, A. D., Nachreiner, N. M., & Mongin, S. J. (2013). Work-related violence against educators in Minnesota: Rates and risks based on hours exposed. Journal of Safety Research, 44, 73–85. https://doi.org/10.1016/j.jsr.2012.12.005
Welsh Government. (2024, September 6). National Professional Qualification for Headship: Learning to be a Headteacher for Wales. Hwb. https://hwb.gov.wales/professional-learning/developing-as-a-professional/national-professional-qualification-for-headship/
World Health Organization. (2018). Environmental noise guidelines for the European region. WHO Regional Office for Europe.
World Health Organization. (2024). Guidance on mental health policy and strategic action plans: Module 1. Introduction, purpose and use of the guidance. https://www.who.int/publications/i/item/9789240106796
World Health Organization. (2022). WHO guidelines on mental health at work. https://www.who.int/publications/i/item/9789240053052
World Health Organization. (2025). Burn-out an “occupational phenomenon”: International Classification of Diseases. https://www.who.int/standards/classifications/frequently-asked-questions/burn-out-an-occupational-phenomenon
World Health Organization, & International Labour Organization. (2022). Mental health at work: Policy brief. https://www.who.int/publications/i/item/9789240057944
Yue, P., Liu, F., & Li, L. (2012). Neck/shoulder pain and low back pain among school teachers in China: Prevalence and risk factors. BMC Public Health, 12, 789. https://doi.org/10.1186/1471-2458-12-789
Zohar, D. (2010). Thirty years of safety climate research: Reflections and future directions. Accident Analysis & Prevention, 42(5), 1517–1522. https://doi.org/10.1016/j.aap.2009.12.019