On 17–18 June 2025, EFEE and ETUCE hosted the final conference of the APRES COVID project, bringing together representatives of education employers and trade unions, researchers, EU-level policymakers, and education practitioners. Centred on the theme “Occupational Mental Health and Psychosocial Risks in Education”, the conference examined how social dialogue can support education systems in creating healthier, safer, and more sustainable working environments.
The conference was opened by Paddy Lavelle, EFEE Vice-President, together with Jelmer Evers, ETUCE Director. Their opening remarks stressed that improving occupational well-being in education requires cooperation, trust, and strong social dialogue between education employers and trade unions. By working together, social partners can help develop practical and preventive approaches that support education staff while strengthening the quality and resilience of education systems.
A central outcome of the APRES COVID project was the development of the draft Revised Joint Guidelines on Preventing and Managing Psychosocial Risks in Education, prepared jointly by EFEE and ETUCE. Presented during the conference, the draft Guidelines have been discussed through a two-month consultation process with member organisations from both European social partners. The guidelines are now available on the APRES COVID page.
The two-day programme also offered space to exchange national experiences and examples of practice. Contributions from EFEE and ETUCE member organisations in Spain, Romania, Montenegro, and Malta showed how social dialogue, institutional commitment, and targeted measures can help address psychosocial risks in different national contexts. These examples demonstrated that effective prevention depends not only on policy frameworks, but also on cooperation at workplace, local, regional, and national level. Participants explored a wide range of issues affecting occupational well-being in education. Discussions focused on the link between working conditions and mental health, the opportunities and risks connected to digitalisation and artificial intelligence, and the need to prevent violence and harassment in educational settings.
The conference also marked the launch of the research report “Occupational well-being in European education systems”, presented by Aleksandra Morozovaitė from Visionary Analytics. The report provides evidence and analysis to support further reflection among social partners and policymakers on how to improve occupational well-being across the education sector.
Expert speakers contributed additional perspectives on the future of healthy education workplaces. Dr Ulrike Bollmann, educational scientist and expert in occupational safety and health in education, addressed the implications of artificial intelligence from a teacher-centred perspective. Her intervention emphasised that digital innovation in schools should be developed with careful attention to the safety, health, and professional well-being of education staff. Prof. Peter Paulus presented the “Good Healthy School” model, highlighting that health should be understood as a foundation for successful education, not merely as an outcome. This approach reinforces the importance of embedding well-being into the organisation and culture of education institutions. In a keynote address, Prof. João Carlos Major, academic and clinical psychologist, reflected on the long-term emotional impact of the COVID-19 pandemic on teachers and education staff. He called for a renewed and transformative approach to mental health in education, recognising the essential role of educators in supporting social resilience and cohesion.
The conference closed with a forward-looking panel discussion, during which EFEE and ETUCE reaffirmed their shared commitment to promoting decent, healthy, and sustainable working environments in education.
All project outputs, including the Joint Guidelines, Joint Statement, Final Research Report and Infographics, are now available in the APRES COVID page:
APRES COVID OUTPUTS