The Hidden Psychological and Physiological Impact of Teachers' Emotional Labor on Students' Socio-Emotional Learning and Mental Health: A Multilevel Modeling Approach to Classroom Interaction

Abstract Background Emotional labor, involving the regulation of emotions in interpersonal interactions, is a significant aspect of teaching with established implications for teacher wellbeing, including burnout and chronic stress. Chronic stress from emotional labor is a known contributor to physiological dysregulation and increased cardiovascular disease risk. However, its impact on students' psychological development, particularly their socio-emotional learning (SEL), remains underexplored. This study investigates the latent psychological impacts of teachers' emotional labor on student SEL, considering the mediating role of classroom emotional climate and acknowledging the broader health implications for educators. Purpose This study aims to examine how teachers' emotional labor strategies—specifically surface acting (faking emotions) and deep acting (authentically modifying emotions)—influence elementary students' SEL competencies over an academic year. It further seeks to understand the mediating role of classroom emotional climate in this relationship and to explore the associated stress levels in teachers, a factor linked to long-term cardiovascular health. Methods A multilevel modeling approach was used to analyze data from 87 elementary school classrooms, comprising 2,341 students and their 87 teachers, over one academic year. Teachers reported their use of surface and deep acting emotional labor strategies and their stress levels. Students' SEL competencies (self-awareness, self-management, social awareness, relationship skills, responsible decision-making) were assessed at the beginning and end of the year. Classroom emotional climate was measured as a hypothesized mediator between teacher emotional labor and student SEL outcomes. Results Surface acting by teachers negatively predicted classroom emotional climate (β = -0.47, p < .001), which in turn negatively affected student SEL growth (indirect effect = -0.18, 95% CI [-0.25, -0.12]). Surface acting was also positively correlated with elevated teacher stress. In contrast, deep acting positively predicted classroom climate (β = 0.41, p < .001) and was directly associated with improved student SEL (β = 0.28, p < .01), while being linked to lower teacher stress reports. The sustained stress associated with surface acting highlights a potential pathway linking teaching-related emotional labor to adverse long-term health outcomes. Conclusion Teacher emotional labor significantly impacts the classroom ecosystem and student SEL development. Emotional authenticity (deep acting) fosters a positive climate and enhances SEL, whereas inauthentic emotional regulation (surface acting) deteriorates the climate, hinders SEL, and elevates teacher stress. The findings underscore the critical role of authentic teacher-student emotional interactions and imply that targeted training and supportive interventions to manage emotional labor could enhance both educational quality and teacher wellbeing, potentially mitigating associated stress and its downstream health risks.