Background: The starting point for the present research contribution is the introduction of inclusive schools as a consequence of the adoption of the UN Convention on the Rights of Persons with Disabilities in 2009. Since then, the impact of work in inclusive school contexts on teachers’ health has been covered insufficiently. Objectives: With the introduction of inclusive schools, the composition of learning groups and thus professional activities of teachers (e. g., diagnostic procedures) is changing. New requirements arise which can be perceived as stressful. The article focuses on the health perception of teachers in inclusive teaching and learning settings, with special consideration on the school type. Materials and methods: In Lower Saxony, the questionnaire survey “More time for good school” was conducted online in 2016. The target group of the present article includes teachers at general education schools and special needs schools (n = 7867). The aim of the study was to gain information on the influence of educational policy reforms and their implementation in the workplace. Results: The data show rather low values of the health perception across all school types as well as significant differences between school types. In contrast, teachers for special education needs report the most positive, secondary school (gymnasium) teachers the most negative health experience. Conclusions: The data point to the relevance of school-based and activity-specific services offered by training and continuing education institutions and show the importance of experience in the performance of activities in the context of inclusive education for a more positive perception of health.