Students’ Mental Health: The importance of the teacher’s role and training

Díaz, Catalina Núñez

doi:10.35811/rea.v10i2.125

Cited by 3 publications

(3 citation statements)

References 25 publications

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“…Apart from their parents, teachers are the primary figures of authority in students' lives; hence, ecologically speaking, teachers occupy strategic positions that enable them to support their students' mental well-being (Mansfield et al, 2021). Given this, they should also be capacitated with the knowledge and skills to deal with their students' mental health issues and intervene accordingly, especially since these can impact academic performance, achievement, and well-being (Diaz, 2020).…”

Section: The Role Of the School And Its Stakeholders In Mental Health...mentioning

confidence: 99%

“…-20), and severe(20)(21)(22)(23)(24)(25)(26)(27); scores of 28 and above indicate extremely severe depression. The anxiety scale measures arousal, muscle effects, situational anxiety, and the subjective experience of anxious effects.…”

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confidence: 99%

“…It assesses the ability to relax, nervous arousal, and being easily upset. Scores are classified as normal (0-14), mild (15-18), moderate(19)(20)(21)(22)(23)(24)(25), and severe(26)(27)(28)(29)(30)(31)(32)(33), with scores of 34 or more indicating extremely severe.…”

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Mental Health Status of the Criminology Students at a State University in Isabela, Two Years After the Covid-19 Pandemic

2024

IJFMR

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The pandemic brought a myriad of changes to society, and one of the most affected are the students who have to adjust themselves accordingly to the pressures of the new normal of education. This study investigated the mental health status of the Criminology students at a state university in Isabela, two years after the COVID-19 pandemic. The study employed the descriptive survey method and used a standardized questionnaire to determine the mental health status of the criminology students in terms of levels of depression, anxiety, and stress. Frequency, percentage, mean, and ANOVA were utilized to statistically analyze and interpret the data. The results of the study revealed that majority of the criminology students belong to age range of 19-20 years old, female and in the first year level. The criminology students have normal level of mental health status in terms of depression, anxiety and stress, two years after the COVID-19 pandemic. There is no significant difference in the level of depression among criminology students, two years after the COVID-19 pandemic when they are grouped according to their demographic profiles. There is no significant difference in the level of anxiety among criminology students, two years after the COVID-19 pandemic when they are grouped according to their demographic profiles. There is no significant difference in the level of stress among criminology students, two years after the COVID-19 pandemic when they are grouped according to their demographic profiles. A Mental Health Program is proposed by the researcher to improve the mental health status of the criminology students at the state university in Isabela.

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Mental Health Status of the Criminology Students at a State University in Isabela, Two Years After the Covid-19 Pandemic

2024

IJFMR

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Educational interventions to promote adolescents’ mental health: A scoping review

Daniele

Passerini

Palmieri

et al. 2022

Health Education Journal

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Background: Adolescents often experience discomfort due to individual experiences and the influence of their environment. This discomfort sometimes leads to mental health problems. Education is pivotal in promoting adolescents’ mental health through dedicated prevention interventions and through everyday educational practice, both at school and in the community. Objective: To develop an overview of the types of educational interventions aimed at promoting the mental health of adolescents and young adults, providing helpful guidance and insights to teachers/educators. Methods: We conducted a scoping review developed through searches in the CINAHL, Eric, PsycINFO and PubMed databases. We summarised data using descriptive analysis, grouping educational interventions category according to their goals and purposes. Results: Of the initial 704 articles identified, 19 met the study inclusion criteria. Consistent with Dewey’s educational theory, most of the interventions reported in the selected studies can be viewed as genuine ‘educational’ interventions, in that they involved experiential and interactive activities such as discussion groups, role-play and art-based activities. Fewer interventions involved less participatory and more ‘information-based’ activities, such as lessons. However, in many interventions, the role of teachers/educators in promoting young people’s mental health was underestimated; indeed, in only a few cases were they the providers/co-providers of the activities described, and rarely was there continuity/alignment between the interventions and everyday school activities. Conclusions: Conducting a greater number of formal/informal educational interventions to promote adolescents’ mental health is imperative, especially in the current socio-historical context, but this enterprise must acknowledge, value and support the important role of teachers/educators as leaders and participants in this endeavour.

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Impact of distance training organization on teachers` health

Yelizarova¹,

Hozak²,

Stankevych³

et al. 2022

Dovkil Zdor

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Objective: We studied the features of mental and somatic health of teachers in grades 1-11 during distance training, depending on the working load. Materials and methods: We analysed the results of the survey of 330 teachers (average age - 45.4 ± 0.6 years) at the implementation of distance training in connection with the COVID-19 pandemic in spring 2021.The questionnaire contained information on demographic and anthropometric data, features of education and direction of work, as well as data on self-assessment of health status on a scale from 1 to 5. To assess mental health, we used GAD-2 and PHQ-2 screening questionnaires. Results: During the distance training period, 88.5 ± 1.8% of the teachers conducted an average of 18.6 ± 0.4 online lessons a week. A working day of more than 8 hours was disclosed in 50.3 ± 2.8% of the teachers. 80.9 ± 22.2% of the respondents indicated that it was more difficult to check homework during distance training than during the regular training process. The proportion of the teachers who consider their health very bad and bad is by 7.5% higher (p <0.001) than the general population one, and the share of the teachers who consider their health good and very good, on the contrary, is significantly lower by 6, 7% (p < 0.05). The proportion of the people with depressive disorders was 28.2 ± 2.5%, with anxiety disorders - 30.6 ± 2.5%. An increase in the chances of developing depression among teachers is observed at a working day of more than 8 hours (OR = 1.65; CI 1.11-2.45), with more than 20 online lessons a week (OR = 1.06; CI 1.01 -1.12), with a high level of severity of the homework check (OR = 1.82; CI 1.11-3.00), when the working place is located at school, and not at home (OR = 2.60; CI 1, 16-5.84). The chances of anxiety disorders are increased with a working day duration of more than 8 hours (OR = 1.68; CI 1.14-2.47) and each additional lesson over 20 hours a week increases the chances by 8% (OR = 1.08; CI 1.02–1.13). Conclusions: Considering the above, it is necessary to optimize the distance training process, taking into account its health-preserving component for all participants in the educational process - teachers, students, and their parents.

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Students’ Mental Health: The importance of the teacher’s role and training

Cited by 3 publications

References 25 publications

Mental Health Status of the Criminology Students at a State University in Isabela, Two Years After the Covid-19 Pandemic

Mental Health Status of the Criminology Students at a State University in Isabela, Two Years After the Covid-19 Pandemic

Educational interventions to promote adolescents’ mental health: A scoping review

Impact of distance training organization on teachers` health

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