UNIVERSAL DESIGN FOR LEARNING (UDL) AND MENTAL HEALTH IN INCLUSIVE EDUCATION: THE IMPACTS OF WORKLOAD OVERLOAD ON CONTEMPORARY TEACHERS FACING THE PEDAGOGICAL AND EMOTIONAL DEMANDS OF INCLUSIVE SCHOOLS

Abstract

The theme of this study is Universal Design for Learning (UDL) and mental health in inclusive education, focusing on the impacts of the contemporary teacher's workload in the face of the pedagogical and emotional demands of inclusive schools. This is a qualitative bibliographic review aimed at analyzing how the principles of UDL can support inclusive teaching practices while discussing the factors that contribute to teachers' physical and emotional distress. The methodology was based on the analysis of books, scientific articles, and official documents related to inclusive education, Universal Design for Learning, mental health, and the teaching profession. The findings indicate that the expansion of teachers' responsibilities, combined with insufficient resources, the need for continuous professional development, and the growing demands of school inclusion, increases occupational overload and negatively affects professional well-being. It is concluded that the effective implementation of UDL, supported by institutional policies for teacher appreciation, psychosocial support, and adequate working conditions, contributes to strengthening inclusive education, promoting more accessible learning environments, and preserving teachers' mental health.