Under the theme “Occupational Mental Health and Psychosocial Risks in Education”, the two-day event brought together education stakeholders, researchers, EU policymakers, and educators to explore how social dialogue can drive systemic improvements in the working conditions and mental health of teachers, academics and education staff at all level of education.  

During the COVID-19 pademic, education was reported as the sector with the highest quantitative demands and most emotionally draining, according to the Eurofound Report Living and Working and COVID-19 (2020). In this light, the European Trade Union Committee for Education (ETUCE) and the European Federation of Education Employers (EFEE) have launched the social dialogue project ‘APRES COVID: European Sectoral Social Partners in Education Addressing Psychosocial Risks for an Equitable and Sustainable recovery from the COVID-19 crisis.

The conference provided a platform to share research insights, national practices, and joint strategies to ensure safe, supportive, and healthy educational environments. Among the highlights was the presentation of draft Revised Joint Guidelines on Preventing and Managing Psychosocial Risks in Education, developed jointly by ETUCE and EFEE. These Guidelines are now subject to a two-month consultation process among member organisations of both social partners, fostering collective ownership and dialogue on how best to implement preventive measures across education systems. National case studies from ETUCE and EFEE member organisations in Spain, Romania, Montenegro, and Malta illustrated innovative approaches to addressing psychosocial risks through social dialogue and institutional support.

Dr. Ulrike Bollmann, educational scientist and expert in mainstreaming occupational safety and health into education, presented a teacher-centred perspective on the risks and opportunities of artificial intelligence, underscoring the need to place educators' safety and health at the core of digital innovation in schools. Prof. Peter Paulus presented the “Good Healthy Schools Initiative (GHSI)”, underlining the importance of considering health as input factor in education, rather than and outcome product.

Learn more about the conference here: https://www.csee-etuce.org
Learn more about the APRES COVID project here: https://www.csee-etuce.org/en/projects/apres-covid