The role of school climate and flexibility in promoting well-being in educators

Educators face high levels of work-related stress, which may elevate their risk of anxiety and depression. Guided by the Conservation of Resources (COR) framework, this study examined two protective resources—individual resources (regulatory and cognitive flexibility, reflecting adaptive behavioral, cognitive, and regulatory strategies) and community resources (school climate, reflecting school norms, values, and relationships)—and their role in mental health outcomes. A sample of 1,219 Israeli secondary school educators (85.6% female, mean age = 44 years) completed an online survey assessing school-related stress exposure, flexibility, school climate, and symptoms of anxiety/depression. Hierarchical linear modeling (HLM) revealed that greater stress exposure predicted elevated anxiety (b = 0.10, p < .001) and depression (b = 1.26, p < .001) symptoms. Conversely, higher regulatory flexibility was associated with reduced anxiety (b = − 0.12, p < .001) and depression (b = − 0.67, p < .001), and higher cognitive flexibility similarly predicted fewer anxiety (b = − 0.25, p < .001) and depression (b = − 2.44, p < .001) symptoms. At the school level, a positive school climate correlated with fewer symptoms of anxiety (b = − 0.37, p < .01) and depression (b = − 2.65, p < .01). These findings align with the COR framework, emphasizing how systemic (school climate) and individual (flexibility) resources independently buffer against mental health challenges. Interventions targeting school-level climate improvements (e.g., fostering cooperative norms) and individual-level flexibility training (e.g., adaptive coping strategies) could enhance educator well-being.