Challenging mental health Stigma in schools: Ethical and institutional responsibilities

 MANILYN A. GALAMAY

Divine Word College of Laoag

Abstract

Mental health support in the workplace is not just an avenue to protect an employee’s well-being, but an ethical responsibility governed by the agencies’ policies, rules, and procedures. The organization has a moral duty to safeguard the dignity and morale of its employees; thus providing a safe environment for everyone. It is the utmost moral responsibility of the organization to recognize the holistic well-being of each employee, including social, physical, emotional, and psychological needs.

Keywords:

Mental health stigma; public schools; teacher well-being; learner well-being; workplace mental health

Introduction

Mental health support is a crucial need in the education system, as there is an increasing number of depression cases and suicide among teachers and learners due to the overwhelming pressures of academic requirements and social media influence.

For teachers, these pressures include the lack of protection for teachers with regard to the implementation and representation of the Child Protection Policy, wherein misconduct or misbehaviors of learners are highly tolerated, as such protection inhibits teachers for some disciplinary measures due to fear of reprimandation from the agency. Teachers are expected to exercise maximum tolerance at all costs; managing heavy teaching loads, mismatched education and subject, emotional labor, and constant accountability in and out of the school.

In the Philippine context, despite the passage of the Mental Health Act, mental health support systems in public schools remain weak due to the intensified demands of the system for performance evaluation, promotion requirements, redundancy of paperwork, large class size, and learners’ misconduct. This article explores the systemic factors contributing to inadequate mental health support and examines their implications for teachers, learners, and the education system as a whole (Malolos et al 2021, Gonzalo & Alibudbud, 2024).

Weak Mental Health Support in the Public-School Environment

Mental health support systems play a vital role in achieving educational and social goals.  It is a critical factor influencing learning outcomes as teaching is a high-stress responsibility due to heavy workloads, diverse learners’ needs, different social backgrounds, changing curriculum requirements, and the curriculum itself, and having extensive administrative responsibilities (Wiedermann et al 2023)

 One of the primary challenges in public schools is the lack of mental health infrastructure. Many schools do not have access to licensed psychologists, limiting their ability to provide consistent and individualized support (Wachutka et al, 2024; Brown & Carrington, 2025)

Teacher Workload and Psychological Stress

Teachers in public schools are burdened with heavy teaching loads and extensive administrative tasks. While it is essential to prepare lesson plans and instructional materials, there are different administrative tasks aside from these, such as accomplishing redundant paperwork, documentation, and a lot more (Rouch, 2019).  

While these demands contribute to chronic stress, burnout, and emotional fatigue, teachers are left with no choice but to keep up to the demands because the job is our bread and butter. No matter how much we wanted to vent out our frustration, we remain in the core of our oath as teachers.

Learner Mental Health Needs and Limited Access to Services

In today’s generation, learners face heightened mental health challenges. Many exhibit weaker tolerance to stress and are more easily pressured by academic demands, social expectations, and extracurricular obligations. The pervasive influence of social media exposes them to a wide array of information and behaviors, some of which can normalize harmful practices such as bullying, cybercrime, and even self-harm. Exposure to these influences often blurs their understanding of acceptable social behavior and can exacerbate anxiety, depression, and emotional instability (Claney, 2023; Barbayannis et al, 2022).

Cultural Stigma and Barriers to Mental Health Support in Schools

Even though there are policies to support mental health, they are not widely put into practice in schools, mostly because of cultural stigma. Many people wrongly see mental health as a sign of illness or weakness, which leads to shame and makes teachers and students less likely to talk about their emotional or psychological challenges. Social and peer pressures also encourage people to hide their struggles, perpetuating the belief that asking for help means one is not strong enough, rather than recognizing it as a genuine need for support (Ahad et al., 2023; Wiederman et al., 2023).

In many cultures, teachers are expected to remain strong and calm at all times. They are often seen as the primary support for students and are expected to prioritize students’ needs over their own. Because of this, teachers may hide their own stress, anxiety, or emotional problems so they can keep doing their jobs. This pressure can harm their mental health and make it harder for them to fully support and guide their students (Greenberg et al 2016)

These issues highlight the critical need for systemic interventions, including awareness campaigns, mental health literacy programs, and institutionalized support systems that normalize seeking help and reduce stigma. Both teachers and learners remain vulnerable to the negative consequences of unaddressed mental health issues. Thus, providing social and psychological support should be prioritized to sustain a conducive learning environment.

Conclusion

The mental health and well-being of teachers and learners are closely shaped by the school environment, workplace culture, and societal expectations. Teachers face heavy workloads, administrative demands, and cultural pressures, often setting aside personal struggles to prioritize learners’ needs. Learners, in turn, are increasingly exposed to stress from academic pressure, social media, and peer influence, which can normalize harmful behaviors such as bullying, cybercrimes, and self-harm. Although policies supporting mental health exist, their implementation is often hindered by stigma, limited resources, and gaps in systemic support.

Addressing these challenges requires a comprehensive and integrated approach that combines ethical responsibility with practical interventions. Teachers, learners, parents, school heads, stakeholders, and the Department of Education all share a role in fostering mental well-being. Schools must provide structured support through counseling, wellness programs, and mental health literacy, while aligning performance expectations with realistic workloads. By integrating ethical commitment, systemic support, and evidence-based interventions, public schools can safeguard the mental health of educators and learners, enhance teaching and learning outcomes, and create a resilient, supportive educational environment.

References

had, A. A., Sanchez-Gonzalez, M., & Junquera, P. (2023). Understanding and Addressing Mental Health Stigma Across Cultures for Improving Psychiatric Care: A Narrative Review. Cureus, 15(5), e39549. https://doi.org/10.7759/cureus.39549

Barbayannis G, Bandari M, Zheng X, Baquerizo H, Pecor KW and Ming X (2022) Academic Stress and Mental Well-Being in College Students: Correlations, Affected Groups, and COVID-19. Frontiers in Psychology, 13, 886344. https://doi.org/10.3389/fpsyg.2022.886344

Brown, C., & Carrington, N. K. (2025). Increasing access to school-based mental health services for youth subsequent to the COVID-19 pandemic. Health affairs scholar, 3(4), qxaf073. https://doi.org/10.1093/haschl/qxaf073

Claney, C. (2023). Exploring the impact of school stress on teen’s emotional well-being. Relational Psych. https://www.relationalpsych.group/articles/exploring-the-impact-of-school-stress-on-teens-emotional-well-being

Gonzalo RP and Alibudbud R (2024) Advancing education-based mental health in low-resource settings during health crises: the mental health initiative of the University of the Philippines during the COVID-19 pandemic. Frontiers in Education, 9, 1428237. https://doi.org/10.3389/feduc.2024.1428237

Greenberg, M. T., Brown, J. L., & Abenavoli, R. M. (2016). Teacher stress and health effects on teachers, students, and schools. Edna Bennett Pierce Prevention Research Center, Pennsylvania State University, 1-12.

Malolos, G. Z. C., Baron, M. B. C., Apat, F. A. J., Sagsagat, H. A. A., Pasco, P. B. M., Aportadera, E. T. C. L., Tan, R. J. D., Gacutno-Evardone, A. J., & Lucero-Prisno Iii, D. E. (2021). Mental health and well-being of children in the Philippine setting during the COVID-19 pandemic. Health promotion perspectives, 11(3), 267–270. https://doi.org/10.34172/hpp.2021.34

Rouch, D.A. (2019). Education staff work activities and excessive workloads: where to now for schools, vocational education institutions and universities? Clarendon Policy & Strategy Group Working Paper Series, 9, 2019

Wachutka, K., Echevarria, M., & Walsh, J. (2025). Youth Mental Health First Aid (YMHFA): a change initiative in an underresourced school. The Journal of School Nursing, 41(5), 632-641.

Wiedermann, C. J., Barbieri, V., Plagg, B., Marino, P., Piccoliori, G., & Engl, A. (2023). Fortifying the Foundations: A Comprehensive Approach to Enhancing Mental Health Support in Educational Policies Amidst Crises. Healthcare (Basel, Switzerland), 11(10), 1423. https://doi.org/10.3390/healthcare11101423

 

 

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Workplace Discrimination: A Human-Centered Narrative on Organizational Fairness and Ethical Governance

 ARIEL R. ROSARIO

Divine Word College of Laoag

Abstract

The article draws from real experiences of workplace discrimination within the Department of Environment and Natural Resources (DENR) in Ilocos Norte. Having served 31 years in the agency, there are patterns of discrimination from age, gender, and connections that influence the promotion and training available. This comes from the silent expectation for senior employees to retire, to specific-gender tasks and favoritism, all reflecting how discrimination affects the agency’s work and function. Even with all the rules and ethics guidelines meant to protect the workforce, the cracks in the system let unfair practices pass unnoticed and still let discrimination take root, choosing who gets the opportunities and who does not. The article also recommends revisiting legal codes, ethical policies, standards, and work culture to promote workplace equality and better governance internally.

Keywords: workplace discrimination, ethics guideline, Department of Environment and Natural Resources(DENR), Ilocos Norte, governance, specific-gender tasks, age discrimination, gender discrimination, patterns of discrimination, Anti-Age Discrimination Act (RA 10911), field operations

Introduction

Workplace discrimination in the public sector isn't a topic that is openly talked about; it remains a whisper between the victims of the short end of the stick. A more than three (3) decades of working in the Department of Environment and Natural Resources (DENR) in Ilocos Norte, I have empirically witnessed that the discriminations that destroys the most are those that happens in our day-to-day work life. It's not just in a single policy, but in the higher management, boss's decisions, and the unspoken culture of tradition and hierarchy that determines who receives the training and who is set aside (Brillantes & Fernandez, 2011).

The very safeguards created by RA 10911 (Anti-Age Discrimination Act) and our own departmental ethics code have cracks, we hope for the best but are often met with the reality that tells a different story. The vision of the law promotes neutrality and equal opportunities regardless of age and gender, yet culture often demands differently, with hierarchies and personal interests having more weight than the rules (De Guzman & Reforma, 1993). Hopefully, sharing my journey from the field to the office, I want to bring to light how these discriminations affect individuals, hurting our morale and the very existence of the department and the public sector.

Age and Tenure: The Quiet Push Toward the Exit

A prime example of age discrimination involves a male senior colleague who had decades of experience in managing permitting and operations. Although he had competence and experience, the hiring of a young individual halted and isolated his role in the organization; prioritizing the training and experience of the younger staff became the goal of the department. Eventually, the male senior colleague resigned due to this treatment, which contradicts RA 10911, which prohibits age-based treatment in tasks and work. In practice, older employees often see younger staff prioritized for training and technical roles, while veterans are put aside. This creates insecurity and signals that loyalty and experience are disposable, harming the operations of the department (Rainey, 2014).

Gender Discrimination: The Restriction of Opportunities

Gender discrimination also shows through assumptions about physical and social roles. One female colleague, competent in data analysis and office work, was stuck to desk work, with constant rejection of field assignment requests to the office, on the reason that “the terrain is too difficult to navigate and endurance is needed.” Requests for technical training were either delayed, set aside, or denied until she mentioned the DENR’s ethics and anti-discrimination code during a team meeting, which caught everyone off guard. After a few weeks, she finally received assignments and fieldwork. Her approach shows that departmental equality depends not just on policy, but also on knowledge and enforcement of the discrimination policies and safeguards (Kim, 2010).

Localism and Favoritism: The Unspoken Biases

In addition to age and gender biases, localism, favoring staff from certain localities, creates further inequity. Staff without strong local ties may be overlooked regardless of merit and competency. Such biases betray trust, divide teams, and weaken objective decision-making in public service. If left unaddressed, these patterns become systemic, affecting both individual morale and departmental effectiveness (Nigro & Kellough, 2014).

Reinforcing Accountability: The Grievance System Experience

As complaints accumulated, I personally advocated for strengthening the grievance system. Previously, staff hesitated to speak up due to fear of retaliation or putting the spotlight over their heads. Over time, transparency and reliability in grievance handling reduced reported incidents, not because problems ceased, but because employees trusted that their concerns could be addressed without blowback. This aligns with governance, ethics, and corporate social responsibility principles emphasizing that effective governance requires accountability, ethical leadership, and a culture of fairness (OECD, 2017).

Conclusion

More than a decade in the Department of Environment and Natural Resources (DENR), Ilocos Norte has empirically shown that discrimination is often subtle, growing, and poisonous. All these affect the individuals, the department, and the public sector, turning a well-functioning engine into a broken system. And yet all things considered, fairness can be restored with perseverance and knowledge. Governance succeeds when leaders are just, policies reinforce justice, and employees, regardless of age, gender, or background, are treated fairly and with respect. Strong public service relies on these three pillars: leading with integrity, ensuring fairness, and perseverance.

References

Brillantes, A. B., Jr., & Fernandez, M. T. (2011). Good governance, reforms, and innovations in the Philippines. Public Administration and Development, 31(3), 240–251. https://doi.org/10.1002/pad.595

de Guzmán, R. P., & Reforma, M. A. (1993). Public administration in the Philippines: A reader. University of the Philippines Press. 

Kim, S. (2010). Public service motivation and organizational citizenship behavior in Korea. International Journal of Manpower, 31(1), 56–78. https://doi.org/10.1108/01437721011030520

Nigro, L. G., & Kellough, J. E. (2014). The new public personnel administration (7th ed.). Cengage Learning.

OECD. (2017). Public sector leadership for the 21st century. OECD Publishing. https://doi.org/10.1787/9789264271434-en

Rainey, H. G. (2014). Understanding and managing public organizations (5th ed.). Jossey-Bass.

  

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