A multi-component curriculum to promote teachers’ mental health: Findings from the PROMEHS program
Authors:   “R. Massa” Department of Human Sciences for Education, University of Milano-Bicocca, Italy, Cavioni Valeria , Grazzani Ilaria ,   “R. Massa” Department of Human Sciences for Education, University of Milano-Bicocca, Italy, Ornaghi Veronica ,   “R. Massa” Department of Human Sciences for Education, University of Milano-Bicocca, Italy, Agliati Alessia ,   “R. Massa” Department of Human Sciences for Education, University of Milano-Bicocca, Italy, Gandellinia Sabina ,   “R. Massa” Department of Human Sciences for Education, University of Milano-Bicocca, Italy, Cefai Carmel ,   University of Malta, Malta, Camilleri Liberato ,   University of Malta, Malta, Bartolo Paul ,   University of Malta, Malta, Tatalović Vorkapić Sanja ,   Faculty of Teacher Education, University of Rijeka, Croatia, Golob Lana ,   City of Rijeka, Croatia, Poulou Maria ,   Department of Educational Science and Early Childhood Education, University of Patras, Greece, Martinsone Baiba ,   Department of Psychology, University of Latvia, Latvia, Supe Inga ,   Department of Psychology, University of Latvia, Latvia, Simões Celeste Simões ,   Faculdade de Motricidade Humana, Universidade de Lisboa; Instituto de Saúde Ambiental, Faculdade de Medicina, Universidade de Lisboa, Portugal, Lebre Paula ,   Faculdade de Motricidade Humana, Universidade de Lisboa; Instituto de Saúde Ambiental, Faculdade de Medicina, Universidade de Lisboa, Portugal, Colomeischi Adina ,   Faculty of Educational Sciences, University Stefan Cel Mare Din Suceava, Romania, Rusu Petruta Rusuh ,   Faculty of Educational Sciences, University Stefan Cel Mare Din Suceava, Romania, Acostoaie Lidia ,   Inspectoratul Scolar Judetean Suceava, Romania, Vintur Tatiana ,   Inspectoratul Scolar Judetean Suceava, Romania, Conte Elisabetta ,   “R. Massa” Department of Human Sciences for Education, University of Milano-Bicocca, Italy
Published: April 2023

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. Keywords: PROMEHS, teachers’ mental health, social and emotional learning, resilience, self-efficacy