Qualitative analysis reveals emotional labour and suppression in higher education lecturer experiences, highlighting concerns for well-being.
Our research explored the emotional experiences of Higher Education Lecturers (HELs) in Initial Teacher Training (ITT) in a post-1992 UK university. It is aligned with Leutwiler, Amorim-Riberio and Grandeiro's (2024) perspective that recognising the emotional dimension is critical to understanding university educators' professional lives. We uncovered the lived perceptions of emotional labour among lecturers who prepare trainees to teach children aged 3–11. This article presents the theme of suppression encapsulating references to intellectual censorship, persistent barriers and sustained well-being concerns.
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Hayles et al. (2025) studied this question.
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