Self-care as a Public Policy: A Literature Review

Abstract

This study explores the intersection between public education policies and mental health self-care among primary and secondary school teachers. Recognizing that educators face significant challenges related to workload, stress, and burnout, the role of self-care becomes essential for maintaining their mental health and well-being. This is a literature review on how current public policies support or limit self-care practices among teachers. The research findings highlight the importance of integrating self-care practices into continuing education and school environments, suggesting that effective actions can promote a culture of care and mutual support among educators. The study concludes that policies encouraging self-care and providing adequate support are essential for improving the educational system and the teachers' quality of life. This approach not only benefits teacher well-being but also positively impacts student learning, creating a cycle of care and quality education. Prioritizing self-care in public policies can contribute to a healthier and more productive school environment for the entire community.