The mental health of educators in hospital schools in the Gauteng Province

Abstract

Hospital schools play an important role in ensuring continuity of education for learners who are hospitalised for extended periods. However, educators working in these environments often face unique professional and emotional challenges that may influence their mental health. The purpose of this study was to explore the mental well-being of educators teaching in a hospital school. This study adopted a qualitative research approach with a phenomenological design to understand the lived experiences of educators working within a hospital school context. Data were collected through semi-structured interviews with hospital school educators. A total of 12 participants were included in the study. The study's findings revealed several key themes, including educators' experiences in hospital schools, the mental and emotional impact of the teaching environment, key stressors encountered in hospital settings, the perceived benefits of working in hospital schools, and recommendations for improved support systems. While participants reported challenges such as emotional strain, unpredictable teaching environments, and limited institutional support, they also highlighted positive aspects such as professional growth, a sense of purpose, and the opportunity to make meaningful contributions to the lives of these learners. The study contributes to a deeper understanding of the mental health of educators in hospital school settings and highlights the need for institutional support mechanisms, including wellness programmes and professional support for educators working in such environments