• Most report monthly income insufficient to cover all expenses 
• All cope by reducing household spending on necessities including food
• 77.7% limit monthly savings
• 1/3 experience severe psychological distress
• 75% wish to leave the country 

Educational professionals, specifically teachers, are facing widespread financial hardship, with most reporting a decreased family income and insufficient funds to maintain their standard of living. As a result, many are coping by being forced to reduce spending on necessities including food, medicine, transportation, communication, and entertainment, and nearly half of them pursue additional employment opportunities to generate supplemental income - approximately equal to half their regular salary - to meet basic needs. Further, one-third of them are experiencing severe psychological distress.

These findings were made in research article on "Examining the economic burden and mental health distress among Government school teachers in Sri Lanka: A cross-sectional study" which was authored by C.P. Senevirathne, D.L.P. Senarathne, M.S. Fernando and S.P. Senevirathne (all four attached to the Rajarata University's Applied Sciences Faculty's Health Promotion Department), and published in the BMC Psychology journal's 13th Volume in May of last year (2025). 

In recent years, the global economic crisis has had a profound impact on individuals across various dimensions, including financial stability, employment security, access to essential services, and overall well-being (P. Gaetjens and D. Taylor's "The global economic crisis: Effective responses and policy strategies to address the human impact"). Furthermore, an economic recession often exacerbates health inequalities across different social groups, disproportionately affecting vulnerable populations such as low-income families, marginalised communities, and public sector workers (a New Zealand study).

Since 2022, Sri Lanka has been facing severe economic pressure, the most challenging situation to have occurred in the past seven decades (the Census and Statistics Department's Household Survey on the Impact of the Economic Crisis). The economic downturn has had a profound impact at the household level, where its effects have become most visible. Many Sri Lankan families struggle to navigate a range of daily challenges, including managing reduced incomes, meeting financial obligations, and safeguarding the well-being of their family members (A.T. Matthias and S. Jayasinghe's "Worsening economic crisis in Sri Lanka: Impacts on health"). The strain on household resources not only disrupts everyday routines but also heightens emotional and psychological stress across all age groups.

In addition to the general population, employees in both the State and private sectors have been significantly affected by the ongoing economic crisis, experiencing a range of health issues as a result (an Italian study). The financial strain has contributed to increased levels of stress, anxiety, and burnout among workers, particularly as they struggle to cope with rising living costs, job insecurity, and reduced access to essential services. These conditions have created a high-pressure environment that adversely impacts both physical and mental well-being (D. Frasquilho, M.G. Matos, F. Salonna, D. Guerreiro, C.C. Storti, T. Gaspar and J.M. Caldas-de-Almeida's "Mental health outcomes in times of economic recession: A systematic literature review"). The employment sector in Sri Lanka was severely affected by the economic crisis, resulting in a higher unemployment rate in 2023, compared to 2019 (the International Labour Organisation's "Sri Lanka’s labour market during the economic crisis of 2022–2023: Why the unemployment rate does not tell the full story?").

Teachers play an essential role in shaping the academic and personal development of their students (G. Fang, X. Zhou, Y. Xin, M. Li, F. Li, W. Zhang, B. Li and Y. Wang's "Mental health of primary and secondary school teachers in the remote mountain areas"). Consequently, teachers continuously invest in both their personal and professional development to maintain and enhance the quality of education that they deliver. This commitment includes pursuing further education, participating in training programs, engaging in reflective practice, and adapting to evolving pedagogical methods (B. Agyapong, Y. Wei, R.D.L. Dias and V.I.O. Agyapong's "Burnout and associated psychological problems among teachers and the impact of the Wellness4Teachers Supportive Text Messaging Program: Protocol for a cross-sectional and program evaluation study"). Furthermore, teachers’ mental well-being is closely linked to students’ psychological health and is a significant contributor to positive educational outcomes among school children (V.D. Rubeis, R. Repchuck, J. Halladay, K.T. Cost, L. Thabane and K. Georgiades's "The association between teacher distress and student mental health outcomes: A cross-sectional study using data from the school mental health survey"). However, despite their critical role, teachers are considerably vulnerable to mental health challenges (Y. Ji, D. Wang and M. Riedl's "Analysis of the correlation between occupational stress and mental health of primary and secondary school teachers"). The demographic variables such as age, gender, living environment, socioeconomic status, and professional factors such as service years, the type of schools, and work environment are significantly associated with negative mental health outcomes among teachers (J. Kim and H. Kim's "Demographic and environmental factors associated with mental health: A cross-sectional study").

School teachers are particularly vulnerable to severe mental health issues during times of social crisis, as they often serve as the primary point of contact between students, families, and the broader education system. For instance, school teachers in Sri Lanka experience a higher prevalence of psychological distress that has resulted due to social insecurity, isolation, and this abrupt transition from in-person to online teaching modes, which were major contributors to elevated psychological distress among school teachers during the Covid-19 pandemic (C. Gunathilaka, R.S. Wickramasinghe and M. Jais's "Covid-19 and the adaptive role of educators: 

Additionally, understanding the relationship between economic challenges and coping strategies is crucial for improving teachers’ job satisfaction and well-being. Targeted interventions could be developed to mitigate the adverse effects of economic hardships on educators. Teachers may be enabled to address this issue among teachers and help to improve the academic performance and mental health status of school children as there is a strong relationship between teachers’ psychological health and the educational outcomes of school children.

Methodology

Senevirathne et al. conducted a web-based, cross-sectional survey from 20 March to 30 April 2024.

There are 10,146 Government schools, and more than 240,000 teachers are employed to teach around four million students (the Education Ministry's Annual School Census, Summary report 2021). Teachers attached to Government schools were invited to participate in the study. Government teachers represent a relatively standardised and homogeneous group in terms of the salary structure, job security, and working conditions. As public sector employees, they are subject to economic pressures and policy shifts that differ markedly from those experienced by teachers in private or international schools. Furthermore, Government teachers are employed across both urban and rural regions.

The prevalence of mental health distress among teachers in Sri Lanka was reported at 27.2 per cent (S.P. Weerasinghe, D.C.K. Herath, K.A. Gunarathne, D.B. Chandrasiri, J.M. Premasara, K.K.T. Jayaweera, L.R. Chandrarathna and M.G.A. Priyankara's "The psychological status of Government school teachers in the Gampaha District during Covid-19"). The participants were selected to represent various types of schools (Type 1, Type 2, 1 C, and AB schools) across Sri Lanka. Only teachers from Government schools were included.

A self-administered questionnaire was used to collect data. The economic burden was assessed using a set of composite indicators reflecting increased financial pressure on households, such as the need to apply for loans, pawn valuables, or seek external financial assistance. 

Results

With a response rate of 84.5 per cent, a total of 283 completed the questionnaire, all of whom used the Sinhala version. Among the participants, 184/65% are female, and the majority were aged 25 to 30 years (24%). Additionally, 82.3% of the respondents are married, and most reported an average monthly family income of Rs. 50,000-100,000 (61.5%). Just over one-third represent national schools, while nearly 29% had 10 to 15 years of service experience. Furthermore, nearly one in five report living with a chronic disease.

Over two-thirds report that their monthly income is insufficient to cover all their expenses (81.6%). As a result, all reduce household spending in reaction to the financial strain. Specific areas where costs are curtailed include medicine (77.7%), transportation (62.5%), entertainment (91.5%), and food (47.3%). Expenses are also cut down on communication needs. Moreover, a staggering 98.2% report reducing food expenses during the economic crisis. Specifically, 92.2% decrease their consumption of fruits and vegetables, while 92.6% reduce their intake of protein sources such as meat, fish, and eggs. Additionally, 76% report an increased consumption of bakery products.

A total of 33.6% experience low levels of distress, while 13.4% show evidence of psychological distress. Additionally, 30.4% report experiencing severe distress.

A close relationship is found to exist between social functioning and psychological distress.

The odds of experiencing depression are 2.9 times for individuals who experience a loss in monthly income. Additionally, those without monthly savings have a 1.7 times likelihood of experiencing a reduced quality of life. Moreover, reducing monthly spending on entertainment, cutting back on household essentials, and seeking an additional income to meet routine expenses are significantly associated with increased odds of depression.

Discussion

A significant majority report an insufficient monthly income to meet basic needs, forcing widespread lifestyle modifications. Specifically, teachers reduce expenditures on transportation (primary reduction), followed by cuts to entertainment, medicine, food, and communication services. The financial shortfall is substantial, with over half indicating that they require an additional Rs. 15,000–20,000 monthly to cover essential expenses. To address this income gap, teachers employ multiple financial coping strategies, including pursuing self-employment opportunities, borrowing money from various sources, pawning valuable possessions, and taking high-interest instant loans. The psychological impact of these economic pressures is severe, with approximately one-third experiencing clinical levels of psychological distress. There is a profound intersection between economic hardship and psychological well-being in the teaching profession during national financial crises.

A higher prevalence of psychological distress is identified among teachers. Working environments likely contribute to the elevated distress levels observed.

In this survey, social dysfunction, depression and anxiety related factors demonstrate strong validity. The items categorised under the social dysfunction factor included 'capable of making decisions', 'playing a useful part in things', 'able to concentrate', 'enjoying day-to-day activities', 'losing confidence', and 'thinking of oneself as worthless'. The depression and anxiety factors comprised items such as 'facing up to problems', 'feeling reasonably happy', 'feeling unhappy and depressed', 'constantly under strain', 'losing sleep over worry', and 'unable to overcome difficulties'. For instance, a Korean study identified sleep disturbance, social performance, and a loss of confidence as key factors, while S.G. Anjara, C. Bonetto, T.V. Bortel and C. Brayne's "Using the General Health Questionnaire-12 to screen for mental health problems among primary care patients: Psychometrics and practical considerations" outlined distress, anxiety, and social function. 

In Sri Lanka, teachers earn approximately Rs. 50,000 monthly, which is substantially below other Government employees’ salaries and roughly half of private-sector executive compensation (Pay Scale. Average Teacher Salary in Sri Lanka). This financial constraint became particularly acute during the data collection period, when inflation fluctuated between 6.4% and 6.5%, causing prices of some goods to triple (the Central Bank's Consumer Price Inflation in Sri Lanka: Economic Indicators). Consequently, study participants have restricted essential purchases to remain within their limited budgets.

There is a positive correlation identified between reduced essential expenditures and increased psychological distress. Adapting to these restricted living conditions likely increases vulnerability to psychological problems. Societal factors include the specific working conditions of teachers. Financial pressures significantly impact teachers’ professional performance.

Over half engage in additional income-generating activities. Seeking secondary employment represents a recognised resilience strategy among teachers confronting economic hardship. Teachers typically pursue socially acceptable supplementary income sources for survival. Most teachers select education-related side jobs, particularly private tutoring. However, the teaching profession encompasses multiple responsibilities including lesson delivery, assessment administration, and co-curricular activity facilitation. Despite spending considerable hours at school, teachers require additional time for curriculum preparation and personal obligations, as their time related quality significantly impacts student educational outcomes (a Nordic study, and M.A. Engida, A.S. Iyasu and Y.M. Fentie's "Impact of teaching quality on student achievement: Student evidence"). The widespread pursuit of supplementary income among teachers potentially compromises instructional quality, thereby affecting the nation’s overall educational standards. Therefore, policies that simultaneously support teacher welfare and educational excellence should be developed.

A loss of monthly income and the lack of savings are strong predictors of increased psychological impairment. Financial difficulties among teachers often result in reduced opportunities for entertainment and recreation. Teachers have significantly curtailed their recreational activities due to economic pressures, contributing to heightened distress (K.H. Ngamaba, C. Armitage, M. Panagioti and A. Hodkinson's "How closely related are financial satisfaction and subjective well-being? Systematic review and meta-analysis"). Hence, it is important to provide recreational opportunities for teachers to maintain a healthy work-life balance and improve mental health outcomes. In addition to cutting back on entertainment, a notable proportion reported reducing their daily essentials to manage their limited salary. Policies and guidelines must be applied to encourage teachers’ recreational activities to raise the standard of instruction.

The majority report reducing their expenditures on protein sources, fruits, and vegetables. Economic downturns typically drive inflation, leading to disproportionate increases in food prices. Individuals consequently seek more affordable alternatives, often sacrificing nutritional quality (a Lebanese study). Poultry products face particularly steep price increases due to rising production and maintenance costs. During economic recessions, people gravitate towards less nutritious options while reducing the consumption of fruits, vegetables, and protein sources like poultry (R.H. Jenkins, E.P. Vamos, D. Taylor-Robinson, C. Millett and A.A. Laverty's "Impacts of the 2008 Great Recession on the dietary intake: A systematic review and meta-analysis"). This dietary shift raises potential public health concerns, including nutrient deficiencies, the increased risk of non-communicable diseases, and compromised immune function (P. Christian's "Impact of the economic crisis and increase in food prices on child mortality: Exploring nutritional pathways"). Immediate interventions and long-term strategies are needed therefore to improve dietary behaviours among teachers in similar socioeconomic contexts.

There is a relationship between teachers’ mental health outcomes and the country’s ongoing economic recession. 

Workplace environment factors significantly influence teacher mental health outcomes.

Conclusion

There is a strong correlation between finance driven lifestyle modifications and mental health deterioration. Economic instability has a profound impact on both the financial security and psychological wellness of educational professionals.

Recommendations

There is a higher prevalence of mental discomfort. At the time the participants completed the questionnaire, there were no comprehensive interventions or programs led by the Education Ministry, specifically aimed at promoting the mental well-being of school teachers. Thus, long-lasting interventions need to be created to enhance teachers’ mental health results. The goals of these interventions must be to improve teachers’ resilience and coping mechanisms while offering them psychological assistance to enhance their mental health and general wellness. Government policies should also prioritise raising the standard of living for educators by offering sufficient financial assistance to reduce economic strain, which hurts mental health stability and the capacity to combine work and family obligations. This might discourage people from looking for other sources of income, which would greatly improve educational achievements.