Experiences of Teachers With Mental Health Issues and Workplace Accommodations

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Abstract

This paper uses survey data to explore the experiences of Canadian teachers with a mental health issue and formal work accommodations. We found that only a small percentage of teachers with a mental health issue request a formal accommodation. About half of teachers who requested a formal accommodation had difficulty requesting and obtaining the accommodation. However, the majority of teachers who requested a formal accommodation did receive them. A change in hours worked was the most requested accommodation. Teachers reported they received a neutral amount of support from their supervisors for the accommodation. Implications for teacher self-advocacy, the process for accommodations and the duty to accommodate, as well as principal support for accommodations are discussed.

Authors

• Kristen Anne Ferguson, Nipissing University

• Christine Tulk, Carleton University

• Melissa Corrente, University of Ottawa

• Ivy Bourgeault, University of Ottawa