Regression analyses were conducted to investigate which work stressors, attitudinal and demographic variables predicted the reported emotional distress (anxiety, depression and physical symptoms) and burnout (emotional exhaustion, use of depersonalisation and feelings of personal accomplishment) of music and mathematics teachers working in secondary schools. Results showed that music teachers gave significantly more problematic responses defining the variables which predicted emotional distress and burnout than mathematics teachers. Also, music teachers were substantially more distressed and burnt out than mathematics teachers. These and other results are discussed in terms of their implications for well‐being of teachers who may feel marginalised within the teaching system.

Whilst results must be treated with caution, particular groups of students potentially vulnerable to distress were identified and directions for future research indicated.