What is it about?

As a human service profession, teaching presents specific risk factors that could be intensified in socially disadvantaged schools. To date, some studies investigated the impact of school socioeconomic status on children’s health and well-being but very few on teachers’ one, although the latter is crucial to ensure service quality. We were able to investigate this issue, for the first time in France, by specifically studying in what extent teaching in socially disadvantaged schools was associated with teachers’ well-being. Contrary to our expectations, we did not observe strong differences of work-related and overall well-being between teachers in socially disadvantaged areas and other teachers.

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Why is it important?

Our results point to a specific ‘emotional resilience’ capacity of teachers in socially disadvantaged schools, but suggest also a latent negative influence on their personal quality of life, at least among primary school teachers, that needs to be further examined in other studies.


In the present French study, we did not find evidence of a substantial effect of working in socially disadvantaged schools on teachers’ work-related wellbeing. Isolated negative associations with certain indicators of well-being among primary school teachers need to be further examined in other settings.

Marie-Noel Vercambre
Mutuelle generale de l'education nationale

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This page is a summary of: Overall and work-related well-being of teachers in socially disadvantaged schools: a population-based study of French teachers, BMJ Open, September 2019, BMJ, DOI: 10.1136/bmjopen-2019-030171.
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