Inclusion, Stress and Well-Being

Increasing school inclusion leads to new challenges for teachers and school teams. Do teachers at schools with high inclusion demands experience more stress? Which personal and school-related factors have a positive effect on the well-being of teachers? And how do pupils and legal guardians experience inclusive schools? The research project is investigating these questions. It is funded by the Swiss National Science Foundation and supported by the umbrella organisation of Swiss teachers (Dachverband Lehrerinnen und Lehrer Schweiz). For the project, school teams, pupils, and legal guardians from around 200 schools in German-speaking Switzerland are to be surveyed and interviews conducted with 20 school teams. The aim of the project is to identify health-promoting and stress-reducing characteristics in the context of school inclusion in order to support school teams.