Nurturing Minds: Workplace-Based Mental Health Promotion Programmes for Teachers--A Systematic Review
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| Title: | Nurturing Minds: Workplace-Based Mental Health Promotion Programmes for Teachers--A Systematic Review |
|---|---|
| Language: | English |
| Authors: | Andrés Carrillo-González (ORCID |
| Source: | European Journal of Education. 2026 61(1). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses Reports - Research |
| Descriptors: | Mental Health Programs, Educational Research, Teaching (Occupation), Intervention, Well Being, Health Promotion, Teaching Conditions, Work Environment |
| DOI: | 10.1111/ejed.70498 |
| ISSN: | 0141-8211 1465-3435 |
| Abstract: | Teachers face significant occupational health challenges, particularly related to mental health. While interventions implemented in the workplace have demonstrated potential across different professions, their effectiveness for teachers remains understudied. This systematic review aims to evaluate the effectiveness of workplace-based mental health promotion programmes for teachers at all educational levels. Following PRISMA guidelines, 10 databases were systematically searched to identify relevant studies. Nineteen studies meeting inclusion criteria were analysed for intervention characteristics, outcomes and methodological quality. The review encompassed 2084 participants across diverse intervention types. Short-duration interventions ([less than or equal to] 30 days), particularly app-based mindfulness and cognitive-behavioural programmes, showed rapid improvements in mental health and well-being. Yoga-based interventions, despite short durations, demonstrated significant stress reduction when delivered intensively. Moderate-duration interventions (31-90 days) generally provided more sustained benefits. Unexpectedly, low-frequency classroom interventions and long-duration programmes (> 90 days) showed limited effectiveness in improving teachers' mental health. Findings suggest that short-duration, high-intensity programmes may be particularly effective and feasible in educational settings. However, significant heterogeneity in study designs and methodological quality limits definitive recommendations. Future research should prioritise standardised, high-quality studies with longer follow-up periods to build a robust evidence base for tailored effective mental health promotion programmes for teachers across various educational contexts. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1497950 |
| Database: | ERIC |
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