Nurturing Minds
Workplace‐Based Mental Health Promotion Programmes for Teachers—A Systematic Review
Bibliographic Data
| ID | 21446401 |
|---|---|
| Authors | Andrés Carrillo‐González (0000-0001-8667-5807, Department of Occupational Health and Safety Corporación Universitaria Minuto de Dios – UNIMINUTO Bogotá Colombia, corresponding author), Luis Carlos Betancourt Sanchez (0000-0001-5528-0378, Department of Occupational Health and Safety Corporación Universitaria Minuto de Dios – UNIMINUTO Bogotá Colombia), Angélica María Florez‐Mendoza (Department of Psychology Fundación Universitaria del Área Andina Pereira Colombia), Libia A Bedoya-Ruiz (0000-0002-9529-2952, Department of Health and Sports Sciences Fundación Universitaria del Área Andina Bogotá Colombia), Libia Amparo Bedoya‐Ruiz (Fundación Universitaria del Área Andina) |
| Year | 2026 |
| Volume | 61 |
| Issue | 1 |
| Publication date | 2026-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0141-8211 • E-ISSN: 1465-3435 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/ejed.70498 |
| OpenAlex | W7128294673 |
| Language | EN |
| References cited | 59 |
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 (≤ 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
Health promotion · Inclusion (mineral) · Intervention (counseling) · Mental health · Mindfulness · Promotion (chess) · Psychological intervention · Systematic review · Mindfulness and Compassion Interventions · Technostress in Professional Settings · Workplace Health and Well-being
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| Citation velocity | historical |
|---|---|
| Highly cited | No |