Non-Standard Employment and Unemployment during the COVID-19 Crisis: Economic and Health Findings from a Six-Country Survey Study.

The COVID-19 crisis is a global event that has created and amplified social inequalities, including an already existing and steadily increasing problem of employment and income insecurity and erosion of workplace rights, affecting workers globally. The aim of this exploratory study was to review employment-related determinants of health and health protection during the pandemic, or more specifically, to examine several links between non-standard employment, unemployment, economic, health, and safety outcomes during the COVID-19 pandemic in Sweden, Belgium, Spain, Canada, the United States, and Chile, based on an online survey conducted from November 2020 to June 2021. The study focused on both non-standard workers and unemployed workers and examined worker outcomes in the context of current type and duration of employment arrangements, as well as employment transitions triggered by the COVID-19 crisis. The results suggest that COVID-19-related changes in non-standard worker employment arrangements, or unemployment, are related to changes in work hours, income, and benefits, as well as the self-reported prevalence of suffering from severe to extreme anxiety or depression. The results also suggest a link between worker type, duration of employment arrangements, or unemployment, and the ability to cover regular expenses during the pandemic. Additionally, the findings indicate that the type and duration of employment arrangements are related to the provision of personal protective equipment or other COVID-19 protection measures. This study provides additional evidence that workers in non-standard employment and the unemployed have experienced numerous and complex adverse effects of the pandemic and require additional protection through tailored pandemic responses and recovery strategies.

The Mental Health of Chilean teachers in times of Forced Telework: how many, who and why are they in worse health?

IntroductionThe impact of the COVID-19 pandemic on education resulted in school closures and the forced implementation of virtual teaching and teleworking. This situation together with the diversity of social and economic contexts in schools, has emphasized inequality in access to quality education and increased stress and anxiety among teachers.ObjectivesThis study aims to explore the mental health of teachers forced to telework because of COVID-19 and analyze its relationship with sociodemographic, teacher-related and working conditions.MethodsThe sample was 278 Chilean classroom teachers who teleworked more than 50% during the 2020 academic year. The dependent variable was mental health measured through the General Health Questionnaire (GHQ-12). The independent variables were sociodemographic, teacher-related and work conditions. The internal structure of the mental health construct was evaluated using the Rasch model. Crude (cOR) and adjusted odds ratios (aOR) were estimated using logistic regression models. The analyzes were stratified by years of teaching experience and sex.ResultsA high prevalence of poor mental health was found in teachers (58%). Working in a private-subsidized school (aOR = 2.89;95% CI: 1.16 - 7.22), working two or more unpaid overtime hours (aOR = 2.25;95% CI: 1.11 - 4.59) and having sickness absence (aOR = 3.82;95% CI: 1.53 - 9.58) were associated with poor mental health. Working 35 hours or more weekly among less experienced teachers (6–10 years: aOR = 0.07;95% CI: 0.01 - 0.51) and being a tutor teacher among women (aOR = 0.48;95% CI: 0.23 - 1.0) had a protective effect on mental health.ConclusionThis study contributes to the recognition of a high prevalence of poor mental health among Chilean teachers and its associated contextual and labour factors. Need for actions to improve the working conditions of teachers who telework are guaranteed to improve their mental health.

Mental Health of Teachers Who Have Teleworked Due to COVID-19.

The impact of the COVID-19 pandemic on education included school closures and the implementation of virtual teaching and teleworking without the knowledge or resources needed to do so. This situation accentuated the inequality in accessing quality education and generated high rates of stress, anxiety, and general discomfort in teachers. This study aimed to explore the mental health of teachers who were forced to telework because of COVID-19, and to analyze the association with sociodemographic, teacher-related, and working conditions. The sample was 278 classroom teachers in Chile who teleworked more than 50% during the 2020 academic year. The participants were mostly women (82%) who entered the teaching profession at age 30 or younger (87%) and worked two or more unpaid overtime hours per day (67%). The dependent variable was mental health measured through the General Health Questionnaire (GHQ-12). The independent variables were sociodemographic, teacher-related, and work conditions. The internal structure of the mental health construct was evaluated using the Rasch model. Crude odds ratios (cORs) and adjusted odds ratios (aORs) were estimated using logistic regression models. A high rate of poor mental health was identified in teachers (58%). The variables associated with poor mental health were working in a private-subsidized school (aOR = 2.89; 95% CI: 1.16-7.22), working two or more unpaid overtime hours (aOR = 2.25; 95% CI: 1.11-4.59), and being absent due to sickness (aOR = 3.82; 95% CI: 1.53-9.58). These results provide evidence suggesting the need for actions to improve the working conditions of teachers who telework in order to improve their mental health, and thus have a positive impact on the entire educational community.