Teachers' Mental Health Challenges and Contributing Risk Factors: A Systematic Narrative Review Based on the Socio‐Ecological Model

ABSTRACT Despite the extensive research studies on teacher mental health and associated contributing factors, a systematic investigation of the different occupational and personal stressors and mental health challenges that teachers cope with remains notably scarce. Using the socio‐ecological framework, this research was an attempt to synthesize two decades of inquiries to explore and classify significant occupational and personal stressors, mental health challenges, and practical and effective intervention programs in schools with limited available resources. This systematic narrative review of 34 research articles informs the development of the Integrated Model of Mental Health (IMH) by classifying the influences of potential occupational and personal risk factors on teacher mental health in diverse socio‐ecological systems. The results demonstrated the multifaceted nature of teacher mental health challenges and the necessity of developing systemic interventions that address root causes across multiple levels, from individual to societal norms and policies. While research findings manifested a diverse range of mental health issues corresponding to each ecological level, stress and burnout were the most challenging, persistent, and prevalent psychological concerns in teachers. Effective and feasible interventions that emerged from the research literature included: (a) promoting a culture of support and empathy, (b) establishing regular communication channels, (c) encouraging transformational leadership, and (d) addressing structural inequities, biases, and systemic oppression. Eventually, the findings indicated the significance of adopting a holistic and preventive approach to teacher mental health that takes into account the complicated interaction of factors within and beyond the educational context.