Teachers in conflict-affected regions face chronic stress and trauma exposure, compromising their mental health and professional identity. This study evaluates the effectiveness of the “Conmigo, Contigo, Con Todo” (3Cs) programme in improving resilience, compassion and prosocial behaviours among Afro-Colombian teachers in Tumaco, Colombia, through a mixed-methods cluster-randomised controlled trial. Thirty-two teachers from eight schools were randomised into intervention (n = 28) and control (n = 4) groups. Quantitative outcomes were assessed at baseline, post-intervention and follow-up using validated scales for resilience (CD-RISC), PTSD symptoms (PCL-C), anxiety, depression, compassion (ECOM) and prosocial behaviour (PPB). Qualitative data were collected through focus groups and analysed thematically. Resilience improved from baseline to follow-up (Hedges’ g = 0.23, small effect). PTSD symptoms declined substantially post-intervention (Hedges’ g = 0.98, large effect), with partial relapse at follow-up. Anxiety decreased initially but increased over time. Compassion and prosociality remained stable. Qualitative findings revealed perceived improvements in emotion regulation and compassion, although the 94% female sample may influence results. This exploratory study provides preliminary evidence that culturally adapted, school-based interventions may improve resilience and reduce trauma-related symptoms among teachers in high-adversity settings, although findings are limited by small sample size and group imbalance. Larger-scale replication with sustained reinforcement strategies is warranted.

This article explores how water conditions in geographical contexts could influence the construction of teachers’ professional identities and, consequently, their knowledge and beliefs about water sustainability. Water sustainability is defined as the responsible management of water from a perspective that integrates environmental, social and economic sustainability principles. This quantitative study employed an ad hoc questionnaire, inspired by the New Water Culture principles as a conceptual sustainability framework. The instrument, designed with Google Forms, was administered to 221 secondary school teachers from two cities with contrasting water and cultural conditions: Bogotá (Colombia) and Melilla (Spain). Results indicate that teachers’ knowledge and beliefs in both cities are not aligned with water sustainability principles, with no significant differences between the two groups due to their different water conditions. However, there are partial differences related to the respective personal experiences: in Bogotá, teachers show greater concern for water quality, whereas in Melilla the focus is more on the quantity available. These findings underline the importance of promoting teachers’ professional development in water sustainability aligned with professional identities, as a key strategy for nurturing aware and engaged citizens. This approach is fundamental to tackle water stress challenges and foster a paradigm shift towards more responsible, sustainable lifestyles globally.

It has long been recognized that legal documents are invaluable for understanding the growth of pre-university teaching across fifteenth- and sixteenth-century England; when surveyed as a whole, they allow the general spread of schooling to be mapped with precision. However, smaller, more scattered legal proceedings involving teachers can be no less suggestive. Late medieval and early modern masters submitted legal pleas on a range of issues, and found themselves accused of a striking array of crimes, including murder, assault, fraud, incompetence, theft, adultery, and even high treason. Such episodes have more than anecdotal value—they throw into relief many of the conditions in which teachers of the period operated. In particular, they provide clear insight into the economic realities of medieval and early modern teaching, showing the pressures, rivalries, and anxieties that overshadowed the lives of masters, and demonstrating that instruction was not staged in a social or political vacuum.

This study is based on four focus group interviews with public school teachers in Massachusetts about reducing work hours as a means of improving their working conditions. Our analysis documents a common experience of overwork, expressed in the focus groups and measured by time-use diaries. Teachers reported long work hours and a significant ‘mental load’—both of which affect teachers’ quality of life, physical and mental health, relationships with their families and desire to keep teaching. While participants were union members and therefore experienced with collective bargaining, most approached the issue of overwork as an individual problem that must be solved by setting and maintaining personal boundaries. Focus group participants differed in their assessment of a hypothetical policy proposal for a work-time reduction without a loss of pay for teachers or instructional time for students. While generally supportive of the goal, participants questioned whether contractual reductions would correspond to actual reductions in hours worked. Teachers expressed both eagerness to include work-time reductions in future contracts, as well as scepticism that their districts had the fiscal space or political will to achieve this goal. Discussions revealed that teachers’ professional identities as hard-working and caring ‘perfectionists’ who are responsible for their students’ learning, inhibited their policy imaginations with regard to using collective bargaining to win them additional leisure time.

Western contemporary educational systems tend to re-produce, and thus maintain, the existent non-sustainable social structures, failing to live up to the present critical times. Their aim is confined to preparation for financial “success,” whereas they disregard the imminence of environmental crises and global social shifts and are rooted in the human sense of superiority over nature, that is, anthropocentrism. The present article acknowledges the need for reconsideration of humans’ place and role in the ecosystem and focuses on the importance of a more ecocentric pedagogy. A holistic in-service teacher training was designed and implemented in Greece, inspired by the wild pedagogies touchstones, mainly the notion of nature as co-teacher. Twelve participants met for the course of a year to immerse themselves in nature-centred, affective, relational, “wild” experiences. Changes were recorded using pre/post-semi-structured interviews to inquire into participants’ perceptions of self versus Self (i.e. acknowledging oneself as part of a larger whole) and perceptions of (environmental) education. It appears that deep, relational nature experiences (a) can shift the perception of individualised self towards Self, (b) can shift the perception of teacher identity towards that of a change agent and (c) can set ethics and values education as a priority among trainee-teacher participants.

Public sector worker absence has been cited as a reason for the poor performance of public services. This paper argues that the differential attention politicians pay to public services over their tenure cycle can explain levels of absenteeism. Using the case of teachers in India, teachers and politicians are embedded in a dynamic principal-agent relationship that allows for absenteeism when electoral incentives are not salient and results in increased accountability when they are. I constructed a panel of all schools across India between 2006 and 2018, employed an event study design, and found that teacher absenteeism decreases the year before an election and is higher the year after an election. I found inconsistent effects in the private sector, lending support for a channel of political control in the public sector. Political interference has an effect on bureaucratic performance, and relationships between public sector workers and politicians can ameliorate absenteeism.

Low and stagnant teacher pay has been a perennial issue in the United States public school system since the early decades of the nineteenth century. Women teachers, then as now, confronted the issue head-on by organizing together. For example, women primary school teachers in Boston, Massachusetts successfully petitioned for more pay in 1835, but an emerging policy to pay women less ensured that such victories would be few and far between. Nevertheless, we can draw two critical lessons from these women teachers and their petition. First, a broader understanding of historical context and gendered narratives about labor is necessary to confront the teacher pay crisis today. Second, sharing teachers’ stories from the past now can help shape policy debates on teacher pay, turning a crisis into a new vision for the teaching profession.