Temam Sofia, Billaudeau Nathalie, Kab Sofiane, Zins Marie, Vercambre Marie-Noël
MGEN Foundation for Public Health, Paris, France.
UMS 011, Inserm, Villejuif, France.
Noise Health. 2024;26(123):523-534. doi: 10.4103/nah.nah_10_24. Epub 2024 Dec 30.
Besides psychosocial stressors, teachers are exposed to disturbing noise at work, such as students' irrelevant speech. Few studies have focused on this issue and its health consequences. We explored occupational noise exposure among teachers within the French workforce and analyzed how noise and work-related stress are related to their health.
The prevalence of perceived noise exposure, evaluated through the question "Do you work in an environment where you sometimes have to raise your voice to talk to people 2 to 3 m away?" was compared between teachers (n = 13,843) and various occupational groups (n = 34,338) using inclusion data (2012-2020) from the ongoing French population-based CONSTANCES cohort (>217,000 participants). Additionally, the relationships between perceived noise and two health dimensions, perceived health (poor vs. good) and depressive symptoms (Centre for Epidemiologic Studies-Depression Scale, high vs. low/moderate), among teachers were alternately investigated using logistic regressions. Moreover, how perceived noise may interact with work-related stress (effort-reward imbalance/strained relationships) was explored.
Thirty-two percent of teachers reported working in a noisy environment, compared with 14% of noneducation employees (P < 0.001). Primary school teachers were the most likely to report noise exposure (43%). Independent of stress, teachers exposed to noise had poorer perceived health and higher odds of depressive symptoms than nonexposed teachers, with odds ratios (95% confidence interval) of 1.21 (1.07; 1.37) and 1.14 (1.01; 1.28), respectively. Evidence of an interaction between perceived noise and strained relationships was observed on perceived health (P = 0.05).
French teachers commonly reported disturbing noise at work, and those exposed showed poorer health indicators, particularly when facing strained relationships. The findings call for further studies on noise in schools, especially longitudinal studies, to ascertain its long-term effect on teachers' health and its potential interaction with the psychosocial environment.
除了社会心理压力源外，教师在工作中还会接触到令人不安的噪音，比如学生无关的讲话声。很少有研究关注这个问题及其对健康的影响。我们探究了法国劳动力中教师的职业噪音暴露情况，并分析了噪音和工作相关压力与他们健康之间的关系。
通过“你是否在这样一种工作环境中，有时必须提高音量才能与2到3米外的人交谈？”这个问题评估的感知噪音暴露患病率，在教师（n = 13843）和使用来自正在进行的基于法国人群的CONSTANCES队列（>217000名参与者）的纳入数据（2012 - 2020年）的各种职业群体（n = 34338）之间进行了比较。此外，交替使用逻辑回归研究了教师中感知噪音与两个健康维度，即感知健康（差与好）和抑郁症状（流行病学研究中心抑郁量表，高与低/中度）之间的关系。此外，还探究了感知噪音可能如何与工作相关压力（努力 - 回报失衡/紧张关系）相互作用。
32%的教师报告在嘈杂环境中工作，相比之下，非教育行业员工为14%（P < 0.001）。小学教师报告噪音暴露的可能性最高（43%）。与压力无关，暴露于噪音的教师比未暴露的教师感知健康状况更差，抑郁症状的几率更高，优势比（95%置信区间）分别为1.21（1.07；1.37）和1.14（1.01；1.28）。在感知健康方面观察到了感知噪音与紧张关系之间相互作用的证据（P = 0.05）。
法国教师普遍报告工作中有令人不安的噪音，而那些暴露于噪音的教师健康指标更差，尤其是在面临紧张关系时。这些发现呼吁对学校噪音进行进一步研究，特别是纵向研究，以确定其对教师健康的长期影响及其与社会心理环境的潜在相互作用。
