This paper explores the ways in which COVID-19 and the rapid shift to remote education has impacted teachers' mental health. Teachers play multiple roles in students' lives (Cross & Hong, 2012) and already face high levels of work stress. This study, which draws on interview data from a larger pool of interviews conducted with K-12 teachers nationally and internationally from 2020-2022, documents teachers' increased responsibilities for monitoring students' mental health and helping families cope with the consequences of the pandemic. This oftenunacknowledged work was a source of stress and impacted teacher well-being. Black, Indigenous, and People of Color (BIPOC) teachers and white teachers who explicitly resisted white supremacy particularly experienced more elevated stress and responsibilities because of the disproportionate impacts of COVID-19 and the concurrent racial uprisings. Nevertheless, these teachers also demonstrated remarkable resilience in coping with their own and students'/families' needs.