Teacher wellbeing was identified as a significant factor influencing both teaching effectiveness and student outcomes. Current research indicates that over 95% of teachers experience work-related stress, with 60% reporting medium to high stress levels. This study examined the perceptions of teachers working with Roma students regarding stress levels and experiences among themselves compared to teachers of majority populations. Thirteen semi-structured interviews were conducted with teachers of Roma students from both segregated and non-segregated elementary schools in the Košice, Prešov, and Banská Bystrica regions of Slovakia. Participants averaged 47.70 years of age (Standard Deviation [SD] = 8.30) with 17.00 years of teaching experience (SD = 7.40). The interviews, conducted in December 2023, explored personal perspectives on stress factors and their relative intensity. It was found that stress manifested in three primary domains: work-related stress (time constraints, administrative burdens, inspection pressure), student-related stress (classroom noise, challenging interactions, maintaining discipline), and parent-related stress (aggressive behavior from parents, limited involvement in education). Contrary to the initial hypothesis, it was observed that only a minority of teachers of Roma students reported believing that they themselves experience higher stress levels compared to teachers of majority students. It was determined that most participants considered stress levels equal between both groups but differing in nature. It was further noted that some participants suggested teachers of Roma students experience less stress due to lower performance expectations. Specific stressors for teachers of Roma students were identified as poor student discipline, inadequate teaching resources, lack of homework completion, and fear of parental aggression. Several of these phenomena can be partially understood in the context of broader social and socio-economic conditions faced by Roma children – long-term poverty, limited access to educational resources, and inadequate home environments impact Roma children's readiness for school and ability to meet academic expectations. These conditions often lead to education being deprioritized in family life. Many Roma children also lack early learning experiences common in the majority population. Experiences of marginalization and prejudice can lower their motivation and self-confidence, resulting in passive or resistant behavior, often misread by teachers as indiscipline. Communication with parents is complicated by distrust of institutions, language barriers, and low parental education, leading to misunderstandings and reduced family engagement. These challenges create a unique context for teachers working with Roma students. These circumstances create a specific framework for teachers’ work that differs significantly from the conditions faced by their colleagues working with children from the majority population. It was concluded that participants who perceived lower stress levels among teachers of Roma students compared to majority teachers attributed this to reduced educational outcome expectations. This research contributes to the understanding of teacher stress in diverse educational settings and highlights the importance of targeted support systems to enhance teacher wellbeing, particularly within marginalized communities.

Keywords: MRC teachers, wellbeing, stress, segregated schools.