A Longitudinal Multi-Method Inquiry of Educational Workers' Use of Interventions for Positive Mental Wellbeing

Compassion fatigue and burnout are two distinct forms of mental health distress faced by educational workers. Researchers have shown a high level of both phenomena across the field of education; however, a better understanding of what educational workers already do for positive mental and emotional...

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Bibliographic Details
Published in:Healthcare (Basel) 2024-11, Vol.12 (22), p.2200
Main Authors: Kendrick, Astrid Helene, Tay, Mawuli Kofi, Everitt, Lisa, Pagaling, Rachel, Russell-Mayhew, Shelly
Format: Article
Language:English
Subjects:
Analysis
Biology
Burn out (Psychology)
Burnout
Care and treatment
Children & youth
Compassion
Employees
Employers
Equipment and supplies
Health aspects
Health care policy
Health promotion
Information management
Intervention
Lifestyles
Mental health
Methods
National health insurance
Prevention
Psychological aspects
Public health
Risk factors
School districts
School employees
Stress
Students
Surveys
Teaching
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Summary:Compassion fatigue and burnout are two distinct forms of mental health distress faced by educational workers. Researchers have shown a high level of both phenomena across the field of education; however, a better understanding of what educational workers already do for positive mental and emotional health is needed. This research study examined three years of data, collected via survey, inquiring into the various interventions, namely supports and resources, that educational workers use to support positive mental health. Quantitative data analysis via descriptive and inferential statistics revealed that educational workers relied heavily on their personal support network followed distantly by medical professionals and other interventions, revealing a gap that needs to be addressed by employers. Qualitative thematic analysis revealed a trend towards increased use of environmental interventions to promote positive mental wellbeing. The data analysis suggested areas of focus required to ensure workplace wellbeing, and that programs too focused on individual or self-directed interventions would not be well received by educators. Suggestions for other interventions that might be helpful for leaders and policy-makers are provided.
ISSN:2227-9032
2227-9032
DOI:10.3390/healthcare12222200