Improving Mental Health Literacy and Reducing Psychological Problems Among Teachers in Zambia: Protocol for Implementation and Evaluation of a Wellness4Teachers Email Messaging Program

Abstract

Background Primary, basic, secondary, and high school teachers are constantly faced with increased work stressors that can result in psychological health challenges such as burnout, anxiety, and depression, and in some cases, physical health problems. It is presently unknown what the mental health literacy levels are or the prevalence and correlates of psychological issues among teachers in Zambia. It is also unknown if an email mental messaging program (Wellness4Teachers) would effectively reduce burnout and associated psychological problems and improve mental health literacy among teachers. Objective The primary objectives of this study are to determine if daily supportive email messages plus weekly mental health literacy information delivered via email can help improve mental health literacy and reduce the prevalence of moderate to high stress symptoms, burnout, moderate to high anxiety symptoms, moderate to high depression symptoms, and low resilience among school teachers in Zambia. The secondary objectives of this study are to evaluate the baseline prevalence and correlates of moderate to high stress, burnout, moderate to high anxiety, moderate to high depression, and low resilience among school teachers in Zambia. Methods This is a quantitative longitudinal and cross-sessional study. Data will be collected at the baseline (the onset of the program), 6 weeks, 3 months, 6 months (the program midpoint), and 12 months (the end point) using web-based surveys. Individual teachers will subscribe by accepting an invitation to do so from the Lusaka Apex Medical University organizational account on the ResilienceNHope web-based application. Data will be analyzed using SPSS version 25 with descriptive and inferential statistics. Outcome measures will be evaluated using standardized rating scales. Results The Wellness4Teachers email program is expected to improve the participating teachers’ mental health literacy and well-being. It is anticipated that the prevalence of stress, burnout, anxiety, depression, and low resilience among teachers in Zambia will be similar to those reported in other jurisdictions. In addition, it is expected that demographic, socioeconomic, and organizational factors, class size, and grade teaching will be associated with burnout and other psychological disorders among teachers, as indicated in the literature. Results are expected 2 years after the program’s launch. Conclusions The Wellness4Teachers email program will provide essential insight into the prevalence and correlates of psychological problems among teachers in Zambia and the program’s impact on subscribers’ mental health literacy and well-being. The outcome of this study will help inform policy and decision-making regarding psychological interventions for teachers in Zambia. International Registered Report Identifier (IRRID) PRR1-10.2196/44370

“Early in the morning, there’s tolerance and later in the day it disappears” – The intersection of resource scarcity, stress and stigma in mental health and substance use care in South Africa

“…Effective and thorough training of staff on MH/SU may make treatment of these patients feel more manageable to staff and thereby reduce stress and stigma. If staff are better trained, they may be more capable, feel more confident in their ability to provide quality care to all patients, and view patients differently (Sibeko et al, 2018 ; Jacobs et al, 2021 ; Agyapong et al, 2023 ). However, there is also evidence that changes in stress and stigma do not correlate (Román-Sánchez et al, 2022 ), and while additional training on new clinical topics can be perceived as helpful, it can also be perceived as “task dumping” if not accompanied by adequate supports and resources for staff to implement this new knowledge (Jacobs et al, 2021 ).…”

“…Providing clinical services to patients that non-specialists have limited exposure to or knowledge of, such as patients with MH or SU, may exacerbate provider stress (Makhado and Davhana-Maselesele, 2016 ; Regenauer et al, in Press ). While the relationship between MH literacy and stress in low- and middle-income countries is in its nascence, there is some evidence that increasing MH literacy helps reduce provider stress (Agyapong et al, 2023 ).…”