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Title: A multi-component curriculum to promote teachers’ mental health : findings from the PROMEHS program
Authors: Cavioni, Valeria
Grazzani, Ilaria
Ornaghi, Veronica
Agliati, Alessia
Gandellini, Sabina
Cefai, Carmel
Camilleri, Liberato
Bartolo, Paul
Tatalović Vorkapić, Sanja
Golob, Lana
Poulou, Maria
Martinsone, Baiba
Supe, Inga
Simões, Celeste
Lebre, Paula
Colomeischi, Adina
Rusu, Petruta
Acostoaie, Lidia
Vintur, Tatiana
Conte, Elisabetta
Keywords: Teachers -- Mental health
Social skills -- Study and teaching
Social adjustment -- Study and teaching
Problem solving -- Study and teaching
School management and organization
Issue Date: 2023-04
Publisher: University of Malta. Centre for Resilience & Socio-Emotional Health
Citation: Cavioni, V., Grazzani, I., Ornaghi, V., Agliati, A., Gandellini, S., Cefai, C.,…Conte, E. (2023). A multi-component curriculum to promote teachers’ mental health : findings from the PROMEHS program. International Journal of Emotional Education, 15(1), 34-52.
Abstract: In the last two years, a growing number of studies have focused on the promotion of students’ mental health to address the negative effects of the COVID-19 pandemic. However, less studies have been conducted on sustaining teachers’ mental health which has been affected by the sudden changes in online teaching and the difficulties in keeping and building relationship with students. Even before the pandemic, teaching has long been recognised as one of the most challenging occupations characterized by high levels of stress. Although the research highlighted the key role of mental health promotion among teachers, there is still a lack of programs enhancing teachers’ wellbeing. This study examined the impact of the PROMEHS program, a school-based curriculum, on teachers’ mental health. A total of 687 teachers participated in the study. Applying a pre- and post-training study design with experimental and waiting list groups, teachers were evaluated in social and emotional learning, resilience, and self-efficacy. The results showed that there was a significant improvement in all competences of the teachers in the experimental group compared to those in the waiting list group. The paper discusses the implications of the findings with recommendations for further studies in the area.
Appears in Collections:IJEE, Volume 15 Issue 1
IJEE, Volume 15 Issue 1
Scholarly Works - FacSciSOR

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