Mental Fatigue in High School Students Through Spanish Physical Education Teachers’ Perceptions of Causes, Consequences, and Reduction Strategies: A Survey Study

Background/Objectives: Mental fatigue in adolescents is a growing concern in educational contexts, positioning physical education (PE) teachers as key agents in designing effective mitigation strategies. This study examined the perceptions of Spanish high school PE teachers regarding the causes, consequences, and potential countermeasures for students’ mental fatigue. Methods: A total of 116 in-service teachers (81 males and 35 females; mean teaching experience 7.8 ± 5.3 years) from 12 autonomous communities throughout Spain completed a comprehensive 34-item electronic questionnaire. The instrument assessed the perceived existence, etiology, and outcomes of mental fatigue through multiple-choice, dichotomous (yes/no), and five-point Likert scale questions, with particular attention given to the role of physical activity (PA) in symptom alleviation. A quantitative frequency analysis was conducted to examine the data. Results: The main findings reveal a strong consensus among the teachers (77.6% to 87.9%) on the prevalence of mental fatigue, with its primary causes attributed to academic pressure and sedentarism. The consequences were identified as increased irritability and reduced cognitive performance. The teachers overwhelmingly endorsed moderate intensity PA as the most effective countermeasure. However, a significant gap was identified between this theoretical awareness and the systematic implementation of targeted strategies within schools. Conclusions: These results underscore the critical need for professional development programs and structural support to translate teacher knowledge into practical intervention, suggesting important directions for future research.