Laval University Research Highlights Challenges & Opportunities for Teacher Mental Health
A pilot project lead by Laval University has shed light on the complexities of implementing mental health committees in Quebec public schools. Between 2022 adn 2023, 12 schools participated in the initiative, aiming to proactively address the mental health risks faced by teachers – including work overload, supporting students with special needs, and a lack of recognition.
The research,conducted by doctoral student Marcelo Balboa under the direction of Professor Simon Viviers,focused on observing two secondary school committees. Balboa’s work identified key obstacles and potential solutions for fostering effective collaboration within this model.
The committees,now integrated into school structures,rely on volunteer “job advisors” - teachers who survey colleagues to identify risky work situations and propose solutions. While a positive step, the research highlights challenges stemming from conventional, top-down management styles and a results-oriented school culture.
“Establishing cooperation is difficult in the current school environment,” explains Balboa. “It requires effort from everyone to adapt.” He emphasizes the need for management openness to more horizontal decision-making and shared power. The study distinguishes between cooperation amongst teachers – a collaborative dialog based on lived experience – and collaboration with management, which Balboa describes as inherently vertical due to differing mandates and expertise. He suggests third-party mediation to build trust and facilitate open dialogue.
However, the research also points to the significant power of peer-to-peer cooperation.Balboa advocates for ongoing dialogue amongst teachers, beyond monthly committee meetings, to combat isolation and normalize healthy work boundaries. He notes how the gradual acceptance of excessive workloads can occur when newer teachers don’t realize what constitutes a lasting work-life balance.
Internal divisions within the teaching staff, based on subject matter or experience level, also present a barrier to effective collaboration. The research underscores the importance of recognizing the equal value of all disciplines in student development.
Balboa’s findings, based on observations of 19 meetings and analysis of verbal and non-verbal interactions, will inform the development of new mental health prevention tools for schools. The pilot project was a collaborative effort involving the University of Sherbrooke, the University of Quebec in Outaouais, the University of Montreal, the Autonomous Federation of Education, and the Employer Negotiating Committee for French-speaking School Service Centers.
