Intervention programs targeting the mental health, professional burnout, or wellbeing of school teachers: A systematic review and meta-analyses

Abstract

This paper outlines a systematic review and meta-analyses to identify, describe, and evaluate randomised and non-randomised controlled trials of psychological programs targeting the mental health, professional burnout, or wellbeing of school classroom teachers. Eighty-two unique studies were identified for inclusion in the review, and of those 39 were included in the meta-analyses (19 randomised controlled trials). In randomised controlled trials, the programs examined had significant large effects on stress (g=1.16), and moderate effects on burnout (g=0.58) and wellbeing (g=0.68). In non-randomised controlled trials, programs had significant moderate effects on stress (g=0.62), and small to moderate effects on anxiety (g=0.42), depression (g=0.36), and wellbeing (g=0.44). Studies were heterogeneous in design and methodological quality was generally poor, particularly in non-randomised controlled trials. There was an inadequate number of comparisons to perform sub-group analyses, meta-regression, or publication bias analyses. Most of the programs examined required significant time, effort, and resources to deliver and complete. These programs may not translate well outside of research trials to real-world contexts due to teachers being time poor. Priorities for research include using methodologically rigorous designs, developing programs for teachers with teachers (i.e., co-design), and considering implementation factors to ensure feasibility, acceptability, and uptake. Systematic Review Registration Number: PROPSERO - CRD42020159805.

On the outcomes of teacher wellbeing: a systematic review of research

“…Vo and Allen (2022) presented a systematic review of the school-based interventions targeting teacher wellbeing. More recently, Beames et al (2022) published a systematic review and meta-analysis of the intervention programs targeting mental health, professional burnout, and/or teacher wellbeing in schoolteachers. However, none of these reviews of intervention programs collected studies on the potential outcomes of teacher wellbeing.…”