Sociodemographic and occupational factors associated with general sick leave among public school teachers in Bogota: A retrospective cohort study, 2010-2025
This retrospective cohort study of nearly 60,000 public school teachers in Bogotá (2010–2025) reveals that general illness-related sick leave is highly prevalent and significantly influenced by sociodemographic, occupational, and temporal factors, with respiratory and musculoskeletal conditions driving the highest frequency of episodes while chronic and mental health issues contribute to longer absences.
Original paper licensed under CC BY 4.0 (https://creativecommons.org/licenses/by/4.0/). This is an AI-generated explanation of a preprint that has not been peer-reviewed. It is not medical advice. Do not make health decisions based on this content. Read full disclaimer
Imagine a massive, bustling city where thousands of people show up every day to do the most important job of all: teaching the next generation. But like any group of humans, these teachers get sick. Sometimes it's a quick cold, sometimes it's a bad back, and sometimes it's something more serious that keeps them away for weeks. In the world of public health, tracking these absences is like watching the weather patterns of a city. It helps leaders understand if a storm is coming, why certain neighborhoods are getting hit harder, and how to keep the schools running smoothly. This isn't just about counting sick days; it's about figuring out the "why" behind the absence. Is it the age of the teacher? The subject they teach? The neighborhood where the school is located? Or maybe the time of year? By understanding these patterns, cities can build better support systems, ensuring that when a teacher needs to rest, they can, and when they return, they are ready to inspire.
This specific story comes from Bogotá, Colombia, where researchers decided to play detective with a giant pile of paperwork. They looked at the records of nearly 60,000 public school teachers over a long stretch of time, from 2010 to 2025. Think of it as watching a marathon runner's logbook, but instead of miles, they were tracking "teacher-months"—a fancy way of saying they checked in on every single teacher for every month they were working. They wanted to know: Who is taking time off? Why? And how long are they gone?
The researchers found that taking a sick day is a very common part of the job. In fact, about 4 out of every 10 years of teaching involved at least one teacher taking a break for a general illness. Over the entire study, more than 8 out of 10 teachers took at least one sick leave at some point. The most frequent reasons for these absences were like the "common colds" of the teaching world: respiratory diseases (like coughs and colds), followed by muscle and bone problems, and then infectious diseases. Interestingly, while these common illnesses happened the most often, they were usually short trips away from the classroom—about 2.4 days on average.
However, the plot thickens when you look at the "long-haul" absences. When teachers took time off for things like cancer, heart issues, injuries, or mental health struggles, the time away was much longer. It's like the difference between a quick pit stop for gas versus a major engine overhaul that takes weeks.
The study also uncovered some fascinating patterns about who was taking time off. Older teachers were slightly more likely to take a sick day than younger ones, which makes sense as bodies get a bit more worn out over time. Women were also more likely to take sick leave than men, but the researchers were careful to note that this wasn't because of maternity or paternity leave (which they counted separately). Instead, it suggests that female teachers might have different health needs or might be more likely to seek medical care for general illnesses.
Where a teacher worked also mattered. Teachers in certain neighborhoods, like Kennedy and Bosa, took more sick days than those in other areas. The time of year played a huge role too. Sick days skyrocketed in September (the peak of the school year in Colombia) and dropped in December, likely because schools close for holidays. One weird dip happened in 2020, during the pandemic, when schools went online. The researchers think this wasn't because teachers were suddenly healthier, but because they weren't in the same crowded classrooms, so they didn't catch as many bugs, or perhaps the rules for taking sick leave changed while everyone was working from home.
The study also looked at job security. Teachers with permanent contracts took more sick days than those with temporary, "provisional" contracts. The authors suggest this doesn't mean temporary teachers are healthier; rather, they might be afraid to take time off because they worry about losing their jobs. It's a bit like a worker who feels too insecure to call in sick, even when they are feeling terrible.
In the end, this paper doesn't just give a list of numbers; it paints a picture of a workforce that is human, vulnerable, and deeply influenced by their environment. It suggests that to keep schools healthy, we need to think about more than just medicine. We need to think about air quality in classrooms to stop those respiratory bugs, better ergonomics to help with back pain, and supportive policies so that no teacher feels too scared to take a break when they need one. The data shows that sickness isn't random; it follows a rhythm, and if we listen to that rhythm, we can help teachers stay healthy and keep the lights on in the classroom.
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