Abstract

This chapter addresses the well-being of adult workers from educational institutions, a topic that has gained increasing relevance, following the mental health impact observed during the COVID-19 pandemic. Currently, the importance of taking care of the mental health and well-being of adults working in education has been raised, since it has been found that good indicators of well-being and quality of life at work have a positive impact on children and young people’s learning processes. This study explores the influence of work, family, and personal factors on stress and well-being levels over a sample of 301 teachers and educational assistants in four educational institutions in south-central Chile. A quantitative, descriptive, and correlational design was used. Key factors such as sleep hygiene, stress management, emotional regulation, and family–work interaction are identified as significant predictors of work engagement and general well-being. Practical recommendations to promote healthier work environments include encouraging self-care routines, work-life balance, and organizational support to mitigate stress and burnout. These results emphasize the importance of adopting comprehensive approaches to well-being, that are aligned with global debates on teachers’ health and sustainable educational practices.