Workplace Barriers to Recovery after Mental Illness Relapse and Coping Strategies Used: a Social Model of Disability Perspective.

Returning to work after a mental illness relapse presents significant challenges for teachers, often compromising sustained work participation. This study aimed to explore workplace barriers and coping strategies influencing teachers' return-to-work experiences in Limpopo Province, South Africa, using the Social Model of Disability. A qualitative exploratory design was used. Semi-structured face-to-face interviews were conducted with 14 teachers, with sample size determined by data saturation. Data were analysed using Tesch's open coding method. Findings revealed key workplace barriers, including unimplemented healthcare recommendations, persistent stigma, and limited organisational support, which exacerbated vulnerability to relapse. In response, teachers adopted coping strategies such as withdrawing from additional responsibilities, limiting engagement, and seeking alternative support through personal, spiritual, and familial coping mechanisms to manage their mental health. Applying the Social Model of Disability reveals that disabling environments, rather than individual impairments, are central barriers to reintegration. Without systemic intervention, current school environments risk perpetuating relapse and reduced productivity. The study calls for the urgent integration of structured psychosocial support, enforceable workplace accommodations, and rehabilitation-informed policies within the education sector. Coordinated action across policymakers, healthcare providers, and the Department of Basic Education is essential to implement sustainable return-to-work frameworks that safeguard teachers' mental health and optimise long-term occupational performance.