Hipertensão arterial em professores na rede pública de ensino básico em Lagarto Sergipe

Abstract

Systemic arterial hypertension (SAH) is recognized as one of the greatest global public health challenges, notably a risk factor for serious conditions such as kidney failure, stroke, and myocardial infarction (MI). Its global prevalence reaches approximately 30% of the adult population and disproportionately affects individuals experiencing chronic stress, such as primary school teachers in Brazil. This group, in particular, faces high levels of occupational pressure and adverse working conditions, including overcrowded classrooms, poor infrastructure, a shortage of teaching resources, and intense pressure to achieve educational results. These factors contribute to the development and worsening of SAH. Objective: The main objective of this study is to evaluate the perceptions and coping mechanisms of teachers in the state public school system of Lagarto, Sergipe, who live with systemic arterial hypertension. The specific objectives include understanding teachers' feelings and representations regarding hypertension, identifying the main stressors in the school environment associated with increased blood pressure, and evaluating the effectiveness of adopted coping strategies. Rationale: This research is crucial to deepen understanding of the challenges faced by hypertensive teachers, considering the adverse conditions and workload that affect their physical and mental health. Hypertensive conditions significantly impact individuals' quality of life and productivity and entail high costs for the healthcare system. Therefore, understanding the representations that hypertensive teachers have about their condition and the available institutional support resources is essential for developing public policies and improving the working and health conditions of this group of professionals. Furthermore, the study will contribute to proposing interventions aimed at minimizing risk factors in the school environment and, thus, promoting teacher well-being, also impacting the quality of education. Methods: This is a qualitative, descriptive, cross-sectional study conducted with public school teachers in the municipality of Lagarto. The study included semi-structured interviews addressing sociodemographic aspects, health conditions, and subjective perceptions of hypertension. The interviews were analyzed using Stata (for quantitative data from closed ended responses) and WebQDA (for qualitative content analysis of open-ended responses). Data collection took place from April to May 2024 and followed inclusion criteria such as age over 18, a confirmed diagnosis of hypertension, and employment in the public school system. Results: Forty interviewees were interviewed, of which 11 met the research criteria. Teachers diagnosed with hypertension describe the initial emotional impact as marked by fear, insecurity, and concern about their future health. They identify occupational stress, work overload, and pressure to achieve results as factors contributing to high blood pressure. Despite seeking lifestyle changes—such as eating less salt, exercising, and controlling their weight—they report difficulties in maintaining their habits due to their intense schedule and lack of time. Family support is recognized as a fundamental resource for treatment adherence, while the lack of institutional programs focused on teacher health is perceived as a gap that hinders adequate prevention and monitoring. Discussion: High blood pressure among public school teachers affects physical, emotional, and professional health. It is often underestimated, hindering treatment adherence and habit changes. Occupational stress and long work hours aggravate the condition, while family support is essential for disease management. Risk factors such as age, family history, sedentary lifestyle, and inadequate diet are common. Integrated interventions, health education, promotion of healthy habits, and institutional support are essential to improving teachers' health and well-being. Conclusion: High blood pressure among public school teachers in Lagarto impacts not only physical health but also emotional, social, and professional aspects. The lack of visible symptoms, combined with occupational stress and the difficulty in maintaining healthy habits, hinders treatment adherence. Family support is crucial, while the lack of institutional support is a significant obstacle. Integrated and continuous strategies are necessary to prevent complications and improve the quality of life of these professionals.