The mental health toll of conflict-induced violence on teachers: evidence from a longitudinal survey in DRC and Niger.

INTRODUCTION

Educators' mental health is crucial for educational outcomes and student well-being, yet limited attention has been given to the psychological effects of violence on teachers, particularly in conflict-affected regions. We explore the relationship between exposure to violence and teachers' mental health in Eastern Democratic Republic of the Congo (DRC) and Southern Niger, two regions experiencing prolonged and ongoing conflict.

METHODS

We collected unique survey data from 990 teachers working in zones of active conflict over three periods from 2019 to 2021. Measures of violence exposure were obtained through self-reports and geo-localised incident data. Mental health outcomes were assessed using a Post-Traumatic Stress Disorder (PTSD) checklist (PCL-C) alongside supplementary metrics, including a burnout inventory.

RESULTS

The study identifies significant correlations between exposure to violence and adverse mental health outcomes among teachers. In the final survey round, the mean PCL-C score was 27.07 (95% CI 26.02 to 28.13), with potential PTSD symptoms prevalent among 36.14% (95% CI 31.52% to 40.76%) of the research participants (using a 28 cut-off score). These findings are strongly correlated with related metrics such as self-reported trauma and burnout indicators. Variations were observed across gender and regional lines, with female educators showing higher susceptibility to PTSD symptoms. The experience of past and new violence, as reported using different metrics, was correlated with higher PTSD scores. PTSD scores were negatively correlated with teacher professional well-being and teaching practices.

CONCLUSIONS

The findings underscore the urgent necessity to address the psychosocial impact of conflict-related violence on educators in the DRC and Niger. Implementing and enhancing mental health support frameworks may lessen long-term repercussions on teacher well-being and educational quality. This study offers critical insights into the underexplored domain of teachers' mental health in conflict settings, signalling an urgent call for policy action to support these educators.