Mental Health Policy Fails Without Addressing Teacher Burnout

An advocacy group campaigning against workplace bullying within the national education system has issued a stark warning regarding the state of mental health in schools. In a public opinion piece, the organization contends that there can be no credible mental health policy in educational institutions as long as the suffering of adults working within them is minimized.

The group highlights two primary failures: the insufficient consideration of these risks within educational teams and the excessive delays by the institution when situations are reported to it. The central argument is that the well-being of students cannot be separated from the well-being of the staff educating them, and that current institutional approaches fail to protect the mental health of teachers and administrators.

Helpen, an association dedicated to fighting moral harassment within the Education nationale, has taken its concerns to the public stage. Through a published opinion piece, the group aims to shed light on what they view as a critical blind spot in the French educational system.

The organization's primary focus is the protection of mental health, not just for students, but for the adults responsible for their education. They argue that the current discourse on student well-being rings hollow when the working conditions of teachers and staff are ignored.

The core message delivered by Helpen is that a sustainable mental health strategy is fundamentally linked to the treatment of educational staff. They assert that the system cannot effectively support students if it simultaneously neglects or minimizes the distress of its employees.

The association's intervention points to specific systemic issues that hinder progress. According to the group, the risks associated with workplace suffering are not being taken seriously enough by those in charge of educational teams.

Two main areas of concern were highlighted in the public statement:

• The underestimation of risks within the daily operations of educational teams.
• The institutional slowness that characterizes the response when specific situations are brought to the administration's attention.

These factors combine to create an environment where the mental health of staff is perpetually at risk. The group suggests that this negligence undermines any attempt to create a healthy atmosphere within schools.

The argument presented by the association rests on the idea that the mental health of the school ecosystem is interconnected. The Education nationale is being asked to recognize that the suffering of adults directly impacts the educational environment for children.

By minimizing the struggles of the workforce, the institution effectively blocks the path to a comprehensive mental health policy. The group argues that true change requires a dual approach that addresses both student needs and staff protections simultaneously.

Without addressing the root causes of workplace suffering, any initiatives aimed at student mental health are likely to be superficial. The association calls for a shift in perspective that views staff well-being as a prerequisite for educational success.

The message from Helpen serves as a critique of current educational priorities. By publishing their views in a major newspaper, the association seeks to pressure the Education nationale into acknowledging the severity of the issue.

Ultimately, the group demands a recognition that mental health in schools cannot be compartmentalized. It requires a holistic approach where the dignity and health of the teaching staff are treated with the same urgency as student welfare.

Until the institution ceases to minimize the suffering of its employees, the association argues that the promise of a robust mental health policy for schools will remain unfulfilled.