In the midst of ongoing conflict zones worldwide, the hidden psychological toll on educators is gaining urgent attention, as revealed by a groundbreaking longitudinal study conducted at Ben-Gurion University of the Negev (BGU). This research, spearheaded by Ph.D. candidate Shahar Nudler-Muzikant alongside Dr. Moti Benita from BGU’s School of Education, provides a pivotal analysis of teachers’ emotional labor during wartime, delving deep into the complex interplay between internal motivation, emotional regulation, and mental health outcomes.
Teachers, often regarded as the pillars of emotional stability for children in crisis environments, are compelled to navigate a treacherous psychological landscape. They must project unwavering calm and affection while simultaneously suppressing their own deeply rooted fears and anxieties. This emotional balancing act, known as emotional labor, places them in a paradoxical position—expected to be the bastion of strength yet vulnerable to serious mental health repercussions themselves.
The study meticulously tracked 259 educators across three critical intervals during the “Iron Swords” War, a recent conflict that profoundly impacted southern Israel. Employing a robust survey methodology, the research team captured the nuanced variations in emotional responses over time, providing an unprecedented window into how sustained conflict affects those responsible for nurturing the next generation amid chaos.
At the heart of the research lies a differentiation between two principal strategies of emotional labor: “Deep Acting” and “Surface Acting.” Deep Acting entails an authentic internalization of emotions the teachers aim to express, such as genuine calmness and care for students. Conversely, Surface Acting involves the superficial masking or feigning of appropriate emotional states, effectively a performative emotional shield that does not engage true feelings. The study’s results underscore that the motivational source behind these strategies is crucial in predicting teachers’ susceptibility to burnout and psychological distress.
Teachers who engage in Deep Acting often do so because of a strong intrinsic identification with their role as caregivers. This internal motivation acts as a protective buffer, fostering resilience and mitigating the risk of depression and anxiety. In contrast, those compelled by external pressures—such as institutional demands or parental expectations—to merely simulate emotional composure face a heightened risk of mental health decline. The enforced emotional facade intensifies psychological strain, indicating that coercion paradoxically undermines resilience.
These findings are underscored by a disturbing prevalence of clinical symptoms among the educator cohort. Initial data, collected from December 2023 onward, showed a staggering 25% of teachers already grappling with severe depressive and anxious symptomatology. Over the subsequent six months, while some symptoms showed transient improvement, this fragile state endured, with 40% of teachers still surpassing clinical thresholds for anxiety and depression, a figure that considerably exceeds rates seen in stable populations during peacetime.
Further alarming, approximately 12% of respondents suffered severe depression and 5% were affected by severe anxiety. These figures illuminate the deeply embedded psychological vulnerabilities facing educators amid hostilities, emphasizing that the emotional labor demanding stoicism not only strains but can shatter emotional health if inadequately supported.
Lead author Shahar Nudler-Muzikant eloquently articulates the paradox at the core of this crisis: “Teachers are the emotional first responders for children during wartime, yet their own mental health often goes unprotected. Simply mandating resilience and emotional suppression is insufficient and potentially harmful. True support lies in nurturing a professional identity where teachers embrace their caregiving role willingly and authentically, which fosters sustainable emotional engagement.”
Dr. Moti Benita emphasizes the broader contemporary relevance of these findings. Though grounded in the “Iron Swords” War context, the conclusions resonate throughout ongoing conflicts, including the current tensions with Iran. Contemporary educators maintain classroom routines against backdrops of threats and stressors, underscoring the universal nature of this emotional labor phenomenon. In an era typified by global instability—from geopolitical conflict to climate crises—the role of teachers as emotional and societal anchors has never been more vital.
The study further advocates that educational systems must transform their professional development and support structures. Training programs should prioritize cultivating teachers’ internal motivations, fostering strong, positive teacher identities that encompass emotional as well as pedagogical dimensions. Such identity development can enhance emotional coping strategies, reduce burnout, and minimize attrition rates, thereby sustaining educational ecosystems even during protracted crises.
Moreover, academic discourse around emotional labor in teaching must expand beyond superficial constructs of “keeping calm” to address the authentic emotional journeys teachers experience. Acknowledging and facilitating emotional authenticity within school environments, rather than enforcing masked bravado, could revolutionize teacher well-being strategies globally.
From a policy perspective, this research calls for urgent revision of mental health services and support frameworks at institutional levels within education systems, especially in regions susceptible to conflict. Providing psychological resources, peer-support mechanisms, and professional development tailored to emotional resilience is indispensable.
In conclusion, the mental toll endured by educators in conflict zones is not merely an individual concern but a systemic challenge with profound implications for educational continuity, child development, and societal stability. BGU’s study powerfully illuminates this dynamic, advocating for a paradigm shift in how educational institutions conceptualize and support teachers’ emotional labor during crises. Their work stands as a clarion call: sustained investment in teachers’ emotional health is essential not only for their welfare but for the resilience and future of communities treading through the uncertainties of war.
Subject of Research: People
Article Title: Teachers’ emotional labor during wartime: Autonomous and controlled reasons as predictors of ill-being
News Publication Date: March 25, 2026
Web References:
DOI: 10.1016/j.tate.2026.105412
Image Credits: Linn Memran
Keywords: Teaching, Teacher training, Post traumatic stress disorder, Depression, Anxiety
