Abstract
This study explored the mental health of teachers working in schools for learners with Severe Intellectual Disability (SID), focusing on the risks they face and the resilience that keeps them motivated. Although many studies have examined teachers’ mental health in special schools, there is very little research on such schools in the Johannesburg East Education District, Gauteng province. The insights gained from this study foreground the unique realities of teachers who often remain unheard. While past research acknowledges that teachers in special schools frequently experience stress, burnout, depression, and anxiety, few studies have given these teachers the space to share their experiences in their own voices. The study used a qualitative approach, with a social constructivist paradigm, and a single-case study design. Through individual interviews, a focus group discussion and questionnaires, this study gathered rich, personal narratives from eight teachers in one special school for learners with SID in the Johannesburg East Education District. The study was underpinned by Engel’s Biopsychosocial Theory, to reveal patterns and themes. Thematic data analysis revealed that many teachers were carrying a heavy emotional load. They often felt overwhelmed, exhausted, and stretched beyond what they could manage. The teachers highlighted the following risk factors that negatively contributed to their mental health, including large workloads, the stress of managing challenging learner behaviours, ongoing curriculum pressures, and feeling unsupported or unprepared for the complex needs they face each day. Despite their challenges, the teachers identified resilience factors that supported their mental health. Many described teaching not merely as a job, but as a calling. They stated that the learners were often the primary source of motivation that helped them persevere, even on the most difficult days. Schools and the Department of Basic Education can use this knowledge to strengthen mental health support, through regular workshops, structured programmes, and systems that help teachers feel seen and supported. Universities can also benefit from these insights by improving teacher preparation programmes so that new teachers are better equipped for the real-world demands of teaching learners with SID.