Work

Interventions to promote teachers’ mental health in the workplace: a scoping review

Year: 2026

Type: article

Abstract: ABSTRACT Objective To map the scientific evidence on interventions aimed at promoting teachers’ mental health, including an analysis of their characteristics, measured outcomes, results and limitations. Method A scoping review was conducted across seven data sources and grey literature, in accordance with the Joanna Briggs Institute (JBI) methodology and the PRISMA-ScR guidelines. The search was performed in August 2024 and updated in August 2025. Primary intervention studies employing experimental or quasi-experimental designs were included, with no restrictions on language or year of publication. The final sample comprised 15 publications. Results The studies were published between 1990 and 2022, and were conducted in high-income countries. Most of the studies employed quasi-experimental designs (n = 9; 60.0%) and focused on worker-directed interventions (n = 13; 86.6%), particularly mindfulness-based approaches (n = 5; 38.4%). The most frequently assessed outcomes were related to mental ill health (n = 12), primarily stress, burnout, anxiety and depression. Indicators of mental health promotion were assessed less frequently and generally treated as secondary outcomes. The main limitations included the absence of control groups, small sample sizes, reliance on self-reported measures and lack of longitudinal follow-up. Conclusion The available evidence predominantly focused on worker-directed interventions with an emphasis on reducing symptoms. Positive mental health indicators were generally considered secondary outcomes, suggesting an approach oriented towards managing mental ill health rather than promoting mental health.

Source: Revista gaúcha de enfermagem

DOI: 10.1590/1983-1447.2026.20250340.en