Since the implementation of the “Double Reduction” policy, teachers’ workload and role complexity have increased significantly, posing new challenges to their psychological well-being. This paper systematically reviews relevant studies from CSSCI and core journals published since the introduction of the policy, aiming to explore the current state of teacher mental health, its influencing factors, and protective mechanisms under this context. The study finds that the overall detection rate of mental health issues among Chinese teachers is 16.1%, with obsessive-compulsive tendencies, depression, and anxiety being prominent problems. These issues exhibit marked disparities across educational stages, regions, and demographic groups, with risk factors identified at the macro, meso, and micro levels. Meanwhile, internal protective factors such as psychological resilience and emotional intelligence, alongside external protective factors like institutional safeguards and social support, can effectively mitigate stress and promote mental health. Finally, this paper proposes multi-dimensional support strategies-targeting the individual, school, community, and policy levels-to contribute to the construction of a healthy educational ecology that fosters teacher psychological well-being, offering both theoretical insights and practical guidance.
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Zhiyao Yi (2025) studied this question.