Abstract. Emotional labor plays a fundamental role in teachers' emotional knowledge and development. This case study focuses on how the COVID-19 pandemic has affected the lives and professional practices of a group of Brazilian English teachers, highlighting the post-crisis emotions and emotional labor these teachers had to manage. Data were collected through a questionnaire and narrative frameworks. Data analysis revealed that, even five years after the crisis, participants continue to experience distress, apathy, anxiety, and fear in the classroom, stemming from the increased inequality of opportunity among students in the complex context of emergency remote teaching in higher education in Brazil. The study also sheds light on the repercussions for both pre-service and in-service teachers, as well as teacher educators, and emphasizes the need to foster a deeper understanding of strengthening resilience and well-being through English language teaching (ELT) practices.
How to cite. Colombo-Gomes, G. da S. (2026). Effects of emotional labor on teachers in post-crisis-affected Brazil. ELT Journal, 80(2), 217–227. https://doi.org/10.1093/elt/ccaf064
