MENTAL HEALTH CHALLENGES OF INCLUSIVE TEACHERS IN SOUTH LEBANON DURING COVID-19: FACTORS AND COPING STRATEGIES

Abstract

In Lebanon, the COVID-19 pandemic compelled schools to swiftly adopt emergency remote or hybrid learning models, which presented distinctive challenges for teachers in general and for inclusive teachers teaching students with special educational needs and disabilities (SEND) in mainstream classrooms in particular. These challenges led to increased workload and decreased mental health for inclusive teachers. This study aims to explore the factors contributing to the mental health challenges of inclusive teachers in private schools in South Lebanon following the reopening of schools for the 2021-2022 school year during the pandemic. It also seeks to describe the coping strategies these teachers employed to manage their mental health challenges. The study adopted a phenomenological research design. Data were obtained through semi-structured interviews conducted with a convenience sample of 6 inclusive teachers. Findings revealed that the factors influencing teachers’ mental health were categorized into internal and external factors and fell under the themes: professionalism, the impact of COVID-19 on inclusive education, the education system, and support. Teachers’ coping mechanisms were grouped into themes of personal coping strategies and support systems and categorized into emotion-focused and problem-focused mechanisms.

Keywords: Mental health, inclusive teacher, COVID-19, private schools, Lebanon.

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