The new coronavirus due to its rapid spread and its numerous victims represents a real public health problem and requires great resilience in individuals. Since then, confinement has been recommended or even imposed on populations despite the large literature on its negative psychological effects. The study explores the experience of confinement through its psychological consequences and the strategies that teachers adopt to improve their subjective well-being and get out of it. From a composite questionnaire administered online between April 30 and June 08, 2020, based on three tools, we measured perceived stress, anxiety and depression on 244 teachers. The results show that 66.0% of the participants experienced continuous stress during confinement compared to 56.5% who indicated a moderate/severe level of anxiety and 21.7% for a moderate/severe depression. Finally, they indicate that after being supplied with basic foodstuffs, the teachers engaged in learning activities during confinement. The study suggests the need for the adoption of reassuring communication, producing meaning in the eyes of third parties and stakeholders but also the need to keep contacts between teachers and learners/relatives by technological means.