Teacher Well-Being and Child Protection in Schools: A Systematic Review of Teachers’ Demands and Support Needs

Abstract Teachers play a key role in safeguarding children from abuse and neglect while facing unclear and complex demands that may risk their well-being. This systematic review synthesized findings from 52 peer-reviewed articles published between 1983 and 2024 identified through literature searches. Using the job demands–resources model, this review examined the child-protection demands teachers face, associated emotional strain, and support teachers need to safeguard their well-being. The findings revealed overlapping professional and emotional challenges, particularly when teachers confront suspected child endangerment. Teachers often face emotional strain, which can be intensified by systemic uncertainty and limited support. A role-based model emerged that showed how different levels of teachers’ involvement in child protection may shape strain profiles. While demands and strains were well documented, only limited insights were found in terms of the resources needed. These findings highlight the need for targeted support addressing both procedural and emotional aspects of teachers’ protective role.