Digital mental health interventions for school teachers – A narrative review

• Published in: Early intervention in psychiatry 2023-08, Vol.17 (8), p.749-758
• Main Authors: Costardi, Carlos Gustavo, D'agostini, Ana Carolina C., Pan, Pedro Mario, Bressan, Rodrigo Affonseca
• Format: Article
• Language: English
• Subjects: Child & adolescent mental health; digital technology; Educational technology; Health education; internet‐based intervention; Mental health; school teachers; Students; Teachers; Teaching methods
• ISSN: 1751-7885; 1751-7893
• DOI: 10.1111/eip.13431

Aim School teachers face the paradox of being in a privileged position to act in youth mental health prevention, but in a vulnerable position for not receiving adequate training and personal support. Digital interventions can provide unexpensive tools and narrow this gap in a large scale without major structural changes. We aimed to synthesize the evidence for digital mental health interventions for school teachers. Methods Studies published from any date until August 2022 were identified through a literature search of the MEDLINE, Embase, ScIELO, and Cochrane Central databases. The studies included evaluated digital interventions targeting school teachers to deal with their own mental health or to assist them in the management of students' mental health. Studies that addressed school‐based digital mental health interventions, but directly targeted students, parents, or specifically other professionals were not included. Results The literature search retrieved 5626 hits and several interventions were described, but only 11 studies fulfilled the inclusion criteria, none of which focused on teachers' mental health. There was some evidence that these interventions improved knowledge about general or specific topics in mental health, and most studies also reported gains in preparedness, confidence, and attitudes towards mental health. Conclusions The studies identified in this review provide initial support for teacher‐focused mental health digital interventions. However, we discuss limitations regarding study designs and data quality. We also discuss barriers, challenges, and the need for effective evidence‐based interventions.