A Literature Review on English Language Teaching to Promote Health Awareness and Well-Being

Abstract

Teachers and students in English language classrooms face increasing mental health
challenges due to academic pressure, emotional demands, and limited support systems. This
literature review aims to explore how English Language Teaching (ELT) can be utilized to promote health awareness and support the well-being of both learners and educators. The study
adopts a Systematic Literature Review (SLR) method, analyzing 16 peer-reviewed journals and
academic books published between 2020 and 2025. These sources were selected based on their
relevance to ELT, mental health, teacher well-being, and health education. The review identifies
three key findings: first, ELT offers a reflective space for emotional expression through drama,
storytelling, and project-based learning; second, teacher well-being significantly influences instructional quality and student outcomes, yet many educators lack training to address mental
health topics in class; third, institutional support and policy alignment—especially with the Sustainable Development Goals (SDG 3)—are essential for the long-term success of mental health
promotion in education. The study concludes that integrating health topics into ELT is both feasible and impactful, but requires systemic backing, teacher empowerment, and context-sensitive
approaches. Further empirical research is needed to assess implementation strategies across diverse educational settings.