Emotional self-care and its relationship with teacher distress: A systematic review
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Keywords
Self-care, Emotional intelligence, Teachers, Professional burnout, Occupational stress, Systematic review
Abstract
Teaching involves high emotional demands and constant exposure to occupational stressors. This study synthesizes evidence on emotional self-care strategies among primary and secondary education teachers and their relationship with teacher distress. This systematic review was conducted following PRISMA 2020 guidelines across international databases, including quantitative, qualitative, and mixed-methods studies. Thirty-two research papers published between 2013 and 2025 were analyzed. The identified strategies included individual self-regulation (mindfulness and selfcompassion), cognitive coping, social support, and institutional interventions. The results show that these strategies are associated with lower levels of stress and emotional exhaustion, and higher levels of well-being and self-efficacy. Emotional self-care emerges as a key protective factor, especially when complemented by organizational support.
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Patricia Yasmin Velandia Pérez, University of Cartagena, Colombia
Doctoral candidate in educational sciences, University of Cartagena, Master in education, curriculum and educational community, Bachelor in English, teaching director principal of the Ofelia Uribe de Acosta school, Bogotá education secretariat.
Zuleima Cogollo Milanés, University of Cartagena, Colombia
Registered Nurse. Master of Public Health. PhD in Public Health. Full Professor, Faculty of Nursing, University of Cartagena. Community Health Care Group, University of Cartagena. Cartagena, Colombia