Al Mal Tiempo, Buena Cara (keeping a good face during bad times): Differential psychosocial and health profiles between Hispanic and non-Hispanic public-school teachers in Texas

Abstract

Objective This study evaluated if Hispanic public-school educators are at an increased risk for psychological distress, general health conditions, and mental health issues and disorders. Methods Using a cross-sectional, online survey, Hispanic (n = 702) and non-Hispanic (n = 2554) K-12 public school teachers participated in an occupational health study to examine differences between Hispanic and non-Hispanic teachers’ occupational factors, psychological and social factors, and physical health. Results The results showed that Hispanic teachers demonstrated lower levels of psychosocial functioning, and higher rates of major depressive disorder, somatization disorder, generalized anxiety disorder, and panic disorder. Hispanic educators reported poorer levels of physical functioning, including sleep disturbances, various body pains, skin rashes, allergies, tinnitus, vision issues, and deficits to balance and memory loss. Conclusions Hispanic educators are more likely to experience ethnic disparities complicating intersectional stressors found among an already psychologically vulnerable minoritized population. As an underserved ethnic group, it’s important for school districts to provide culturally informed mental health and general health programs that address ethnic disparities, such as cultural stress, mental illness stigmas, access to professional services, and the importance of receiving quality care.