Teacher health literacy, the ability to recognize, understand, and manage personal health, has become a critical factor in reducing teacher stress, burnout, and emotional exhaustion, thus improving teaching effectiveness. Reports from UNESCO and the OECD highlight the importance of teacher well-being in global education priorities, such as Sustainable Development Goal (SDG) 3: Good Health and Well-being and SDG 4: Quality Education. The situation of health education practices in various countries reveals a growing demand for improving teachers’ health literacy to support their mental health and effectiveness in the classroom. This study employed a systematic review methodology to explore how improving teacher health literacy fosters emotional regulation and resilience, thus creating a positive learning environment. It focuses on teacher populations and interventions such as stress management, mental health awareness, and self-care practices. Findings indicate that promoting teacher health literacy enhances job satisfaction, reduces burnout, and improves teaching quality, which in turn positively affects student engagement and academic performance. The review also considers global research on teacher health literacy theory and practice, particularly in the context of China, where the demand for such interventions is rapidly increasing. Therefore, the fundamental significance of teacher health literacy becomes evident when its role in fostering both educator well-being and student success is fully recognized.

Authors:
Xiong Chun, Central China Normal University, China
Bless Kwesi Chaka, Central China Normal University, China

About the Presenter(s)
Bless Kwesi Chaka is a graduate student in Curriculum and Teaching at Central China Normal University, Wuhan, China. His general interests include educational innovation, public health in education, and teacher professional development.

See this presentation on the full schedule – Friday Schedule

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