Occupation and mental health in a national UK survey

Workplace-related determinants of mental health in food and bar workers in Western, high-income countries: A systematic review

BACKGROUND

This review synthesizes evidence from etiologic and intervention studies of workplace-related determinants of mental health in workers in food and bar workers in the hospitality industry in Western high-income countries.

METHODS

Peer-reviewed literature published between January 2000 and August 2023 was gathered from five bibliographic databases. Any study design was eligible. Study quality was assessed using the Joanna Briggs Institute tools for appraisal.

RESULTS

A narrative analysis was conducted for 26 included studies (total n = 15,069 participants) across Australia (3), Ireland (1), Norway (1), Spain (2), the United States (17) and the United Kingdom (2). Individual and task-related factors such as high emotional job demands and low job control were associated with high burnout and depression. Uncivil and hostile interpersonal interactions with customers, management, and colleagues were found to contribute to poor mental health outcomes, including depression, anxiety, and burnout.

CONCLUSION

Findings from included studies highlight the impact of workplace culture, including management practices and workplace social support, on mental health. Organization-level interventions may therefore be most effective for addressing individual, interpersonal, and organizational determinants of mental health in food and bar occupations, particularly when implemented as part of broader organizational efforts to support health and wellbeing. Industry-wide policy changes may also be necessary to address structural concerns, including job and financial insecurity, job strain and access to benefits, such as secure sick leave and minimum contract hours.

Teachers' competence: How to protect teachers' mental health from the burden caused by students' private in-class use of technical devices?

The current study investigated how students' private in-class use of technical devices is associated with teachers' mental health. Data of 361 teachers from primary and secondary schools in Germany were assessed via online surveys. The present cross-sectional results show a positive association between burden caused by the students' private in-class use of technical devices and teachers' depression symptoms. Both were negatively linked to teachers' positive mental health (PMH) and teachers' competence in handling students' private in-class use of technical devices. In a moderated mediation analysis, the association between burden and depression symptoms was mediated by PMH. Teachers' competence moderated the link between PMH and depression symptoms. Specifically, the higher the competence, the weaker the relationship between both variables. Thus, the protective effect of teachers' competence could be especially important in persons with low PMH. Competence training in handling students' use of technical devices is discussed as a potential step that could protect teachers' mental health.

Relationship Between Chronic Health Conditions and Occupational Burnout in the Early Care and Education Workforce

OBJECTIVE

The early care and education (ECE) workforce experiences high rates of poor mental and physical health outcomes, which impact staff well-being and burnout. This study aimed to assess the relationship between chronic health conditions and occupational burnout in ECE Head Start staff working in low-resourced locations.

METHODS

This study administered an 89-item cross-sectional survey to 332 ECE staff employed in 42 Head Start centers in the United States. Staff self-reported on the following 10 chronic health conditions: arthritis, asthma, cancer, depression, diabetes, heart disease, high blood pressure, insomnia, lung disease, and musculoskeletal disorders.

RESULTS

We found that multimorbidity of chronic conditions significantly predicted overall burnout ( B = 2.39, P < 0.01), particularly related to emotional exhaustion ( B = 2.04, P < 0.01).

CONCLUSIONS

Workplace interventions targeting emotional exhaustion related to chronic health conditions are recommended to effectively address occupational burnout among ECE staff.

Initiatives for promoting educator wellbeing: a Delphi study

BACKGROUND

Growing demands on educators have resulted in increased levels of burnout and stress and decreasing wellbeing. This study aimed to establish expert consensus on the key characteristics required in prospective educator wellbeing initiatives.

METHODS

The Delphi approach is a process of forecasting that is based on the aggregated opinion of panel members (or experts) within a field of study. Using a Delphi approach, academic and practitioner expertise were sought over a two-rounds, with 17 and 14 participants in each round respectively. The study aimed to identify how systemic factors (e.g., leadership) could be utilised to promote educator wellbeing. The study also sought expert consensus on enablers and barriers for engagement in educator wellbeing initiatives.

RESULTS

Findings highlighted the importance of fostering positive relationships with colleagues, communities and families, and the active role of wellbeing teams to promote wellbeing initiatives. The need for leaders to address their own wellbeing and build trust within teams was also identified. Panel members identified the need for prospective funding to prioritise wellbeing initiatives. There was also a preference for ongoing initiatives rather than stand-alone wellbeing events that conveyed the ongoing importance of managing one's wellbeing.

CONCLUSIONS

This paper presents practical recommendations that can be used to inform the development and evaluation of future initiatives and policy. Applying the consensus derived from this study is likely to make wellbeing initiatives more viable and facilitate uptake amongst educators.

Paid Sick Leave and Self-Reported Depression and Anxiety: Evidence From a Nationally Representative Longitudinal Survey

INTRODUCTION

The objective of this study was to explore the association between access to paid sick leave (AtPSL) and self-reported feelings of depression and anxiety in a nationally representative U.S. working population.

METHODS

In 2023, this study examined data from the 2019-2020 Longitudinal National Health Interview Survey. A Generalized Linear Latent and Mixed Model (GLLAMM) was used to analyze the longitudinal data.

RESULTS

The descriptive analysis of population averages showed that fewer workers with AtPSL reported daily feelings of depression (45%), anxiety (24%), and both depression and anxiety (52%) than workers without AtPSL. According to the GLLAMM analysis, the odds of workers with AtPSL self-reporting feelings of daily depression, anxiety, and both were 48%, 27%, and 51% lower, respectively, than workers without AtPSL. This analysis controlled for different demographic and socioeconomic variables. Robustness analysis demonstrated that these associations persisted when the outcome variables were measured in terms of self-reported feelings of weekly depression and anxiety.

CONCLUSIONS

The role of mental health in improving overall well-being and the recognition of AtPSL as a social justice issue have reinforced the importance of providing paid sick leave to help protect the mental health status of workers. This study, using a unique longitudinal data set, found that AtPSL was associated with a lower prevalence of self-reported daily or weekly feelings of depression and anxiety.

Occupation type, family demands and mental health: analysis of linked administrative data

BACKGROUND

While employment generally promotes positive health and wellbeing, some jobs may be less salutogenic than others. Few studies have examined mental health across a range of broadly defined occupation types using a large population sample.

AIMS

To examine the prevalence of mental health problems across a wide range of occupation types, and further examine the association of family demands, controlling for key social determinants and health-related factors.

METHODS

We used linked administrative data from 2011 NI Census returns; NI Properties data; and Enhanced Prescribing Data (EPD) 2011/12. We examined self-reported mental health problems and receipt of psychotropic medication among 553,925 workers aged 25 and 59 years.

RESULTS

Self-reported chronic mental ill health was more prevalent among workers in lower paid occupations, while "public- facing" occupations had the highest rates of medication. In fully adjusted models, informal caregivers were less likely to report mental health problems but more likely to be in receipt of psychotropic medication, as were lone parents. The association of family demands also varied across occupational groupings.

CONCLUSION

Future development of mental health at work plans should take cognisance of occupation specific mental health risk and wider family circumstances to support workers' mental wellbeing most effectively.

Multidimensional analysis of schoolteachers' occupational stress by the New Brief Job Stress Questionnaire: focusing on gender differences

This study investigated teachers' occupational stress using a comprehensive job stress questionnaire, or the New Brief Job Stress Questionnaire, while considering gender differences. A total of 1,825 elementary and junior high school teachers participated in the study. The results revealed that female teachers significantly exhibited more psychological and physical stress reactions and perceived less job resource availability than did male teachers. Moreover, multiple regression analyses demonstrated that support from family and friends was a larger factor associated with mental health outcomes among female teachers than among male teachers. The impacts of marital status also differed between male and female teachers. Job demands were strongly associated with psychological and physical stress reactions among teachers. Meanwhile, job resources were more strongly associated with positive workplace outcomes, such as workplace engagement and social capital, than were job demands. Administrators should consider the distinctive nature of teachers' occupational stress in addition to its gender specific influence. Organizational support, such as securing teachers' autonomy, encouraging their career development, and acknowledging diversity, should be considered to foster teachers' work engagement and create a cohesive environment in the school workplace.

The Effects of Classroom Acoustic Conditions on Teachers' Health and Well-Being: A Scoping Review

PURPOSE

Teachers spend a significant amount of time in classrooms, which can be noisy environments. The aim of this scoping review was to determine what is known from the literature about the effect of classroom acoustic conditions on teachers' health and well-being.

METHOD

This scoping review followed the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews) protocol. Four bibliographic databases were searched: ERIC, PubMed, Scopus, and Web of Science.

RESULTS

Thirty-three articles were deemed relevant for the review. The most studied health aspect was teachers' vocal health. The majority of results showed higher noise levels or a higher number of students have a negative effect on teachers' health and well-being (61% and 60%, respectively), while 39% showed a negative effect of longer reverberation times. Most other results showed no effect.

CONCLUSIONS

These results show that poor classroom acoustic conditions can have a negative effect on teachers' health and well-being. Therefore, creating classrooms with good acoustic conditions and controlling noise is vital. Limitations are discussed, and future research to better understand the relationship between classroom acoustic conditions and teachers' health and well-being is proposed. This future research will help in understanding the acoustic conditions that are needed to optimize teachers' health and well-being in the classroom.

Public school teachers' occupational stress across different school types: a nationwide survey during the prolonged COVID-19 pandemic in Japan

Objectives

School teaching is regarded as one of the most stressful professions worldwide. To maintain schoolteachers' mental health, the factors influencing occupational stress among schoolteachers must be clarified. This study aimed to investigate public school teachers' work-related stress considering the differences in school types using data from a large-scale nationwide survey conducted during the prolonged coronavirus disease 2019 (COVID-19) pandemic in Japan.

Methods

Data from a nationwide survey of public school teachers performed between June 2019 and December 2022 were analyzed. The dataset consisted of repeated cross-sectional data. The total number of participants was 270,777 in 2019, 296,599 in 2020, 299,237 in 2021, and 307,866 in 2022. Information on working hours, job demands, workplace support, stress response, and perceived main stressors were assessed for each type of public school.

Results

Regardless of school type, quantitative workload and long working hours were the most significant factors affecting teachers' stress responses. However, stress-related factors among teachers varied significantly between school types. The percentage of junior high school teachers who perceived "extra-curricular club activities" as their main stressor was the highest among all school types. The highest proportion of elementary school teachers perceived "dealing with difficult students" as their main stressor. Meanwhile, interpersonal conflict scores were the highest among special needs school teachers. Teachers' workload and stress levels significantly increased in the third year of the COVID-19 pandemic (2022) compared to the pre-pandemic year (2019) in all school types despite the marginally small score differences.

Conclusions

This study highlighted the importance of reducing teachers' workload for their mental health regardless of school types. Meanwhile, perceived work-related stress among teachers differed significantly between school types. Given the possible prolonged impacts of the pandemic on teachers' occupational stress, teachers' stress levels must be monitored throughout and after the pandemic. The results suggest that increasing the number of schoolteachers and support staff and providing adequate organizational support are necessary to prevent teachers' sick leave due to mental disorders. In addition, taking comprehensive countermeasures against teachers' occupational stress, considering the differences in school types, is crucial for safeguarding schoolteachers' mental health.

Mental Health of Primary and Secondary School Teachers in the Remote Mountain Areas

Background and objective: Teaching is widely recognized as a highly stressful profession. Job stress leads to emotional exhaustion, which in turn triggers teacher attrition. The cost is estimated as USD 2.2 billion annually for teacher dropouts. It is therefore important to understand the mental state of teachers and the factors that may influence it in order to provide the appropriate early intervention. In the past, more attention has been paid to the mental status of teachers in economically developed cities, but less research has been conducted in remote cities. In this study, we selected primary and secondary school teachers in a typical area to assess their mental health, thereby contributing to the development of effective mental health education programs for teachers in primary and secondary schools. Materials and methods: In this study, 1102 teachers from a typical city in Ningxia Province, characterized by remote mountain areas, minority communities, and a low economic level, participated. The mental status of the teachers was assessed by a Symptom Checklist-90 (SCL-90). The effects of gender, age, level of education, place of work, and marital status on the total SCL-90 score were recorded and compared. The subscale scores of the SCL-90 and the differences among the respondents with various characteristics were analyzed. Results: In total, 1025 data were valid and used for statistical analysis. The effective rate of this study was 93.01%. The analysis showed that 25.17% of the subjects had possible mental problems. There were significant differences in age and marital status (p < 0.001). The score of teachers less than 30 years old was lower than that of other teachers (p = 0.001 vs. 30-39; p < 0.001 vs. 40-49; p < 0.001 vs. ≥50). The no-marriage teachers had the lowest score than the married group or others (p < 0.001 vs. married; p < 0.05 vs. others). Compared to the norm, teachers' mental status was poor, especially in somatization (p < 0.001), obsessive-compulsive symptoms (p < 0.001), depression (p < 0.001), anxiety (p < 0.001), hostility (p < 0.001), phobic anxiety (p < 0.001), and psychosis (p < 0.001). There were gender differences in obsessive-compulsive symptoms (p < 0.05) and depression (p < 0.05). Conclusions: These data indicate that the mental status of these teachers is not optimistic, and married female teachers aged 40-55 years need to be given more attention. Mental health examinations can be incorporated into daily physical examination items to facilitate the timely detection and early intervention of negative emotions.

Psychological distress is more common in some occupations and increases with job tenure: a thirty-seven year panel study in the United States

BACKGROUND

Workers in certain occupations may have elevated risks of psychological distress. However, research is limited. For example, researchers often measure distress that may have existed before occupational exposures. We studied occupations and the development of psychological distress using national data from the United States.

METHODS

We reviewed relevant research to identify occupations with low and high risks of mental health problems. We confirmed those individual low and high risk occupations using 1981-2017 data from the Panel Study of Income Dynamics (n = 24,789). We measured new cases of distress using the Screening Scale for Psychological Distress (Kessler K6) and compared distress in the low and high risk groups, adjusted for factors associated with occupational selection and non-occupational distress risks. A subset of participants described their jobs (n = 1,484), including factors such as job demands, social support, and control over work. We examined associations of those factors with psychological distress.

RESULTS

Workers in high risk occupations had 20% higher adjusted odds of developing distress than those in low risk occupations (odds ratio, OR 1.20, 95% confidence interval, CI 1.13-1.28). Distress increased with time in a high risk occupation: ≥5 years OR 1.38 (CI 1.18-1.62), ≥ 10 years OR 1.46 (CI 1.07-1.99), and ≥ 15 years OR 1.77 (CI 1.08-2.90; p-trend = 0.0145). The most common positive participant descriptions of their jobs indicated social support (34%), sense of accomplishment (17%), and control over work (15%). Participants reporting such descriptions were significantly less likely to have a high risk occupation (OR 0.66, CI 0.46-0.94, p = 0.0195). The most common negative descriptions were excessive job demands (43%), low social support (27%), and lack of control (14%). Participants reporting such descriptions were significantly more likely to have a high risk occupation (OR 1.49, CI 1.03-2.14, p = 0.0331).

CONCLUSION

Certain occupations may have high risks of psychological distress, which may be due to characteristics of the occupations rather than employee characteristics, or in addition to them. Results were consistent with theoretical models of psychosocial work environments. Providers of health care and social services should ask patients or clients about work-related distress.

Psychometric Properties of the Korean Version of Functioning Assessment Short Test in Bipolar Disorder

Objective

The Functioning Assessment Short Test (FAST) is a relatively specific test for bipolar disorders designed to assess the main functioning problems experienced by patients. This brief instrument includes 24 items assessing impairment or disability in 6 domains of functioning: autonomy, occupational functioning, cognitive functioning, financial issues, interpersonal relationships, and leisure time. It has already been translated into standardized versions in several languages. The aim of this study is to measure the validity and reliability of the Korean version of FAST (K-FAST).

Methods

A total of 209 bipolar disorder patients were recruited from 14 centers in Korea. K-FAST, Young Mania Rating Scale (YMRS), Bipolar Depression Rating Scale (BDRS), Global Assessment of Functioning (GAF) and the World Health Organization Quality of Life Assessment Instrument Brief Form (WHOQOL-BREF) were administered, and psychometric analysis of the K-FAST was conducted.

Results

The internal consistency (Cronbach's alpha) of the K-FAST was 0.95. Test-retest reliability analysis showed a strong correlation between the two measures assessed at a 1-week interval (ICC = 0.97; p < 0.001). The K-FAST exhibited significant correlations with GAF (r = -0.771), WHOQOL-BREF (r = -0.326), YMRS (r = 0.509) and BDRS (r = 0.598). A strong negative correlation with GAF pointed to a reasonable degree of concurrent validity. Although the exploratory factor analysis showed four factors, the confirmatory factor analysis of questionnaires had a good fit for a six factors model (CFI = 0.925; TLI = 0.912; RMSEA = 0.078).

Conclusion

The K-FAST has good psychometric properties, good internal consistency, and can be applicable and acceptable to the Korean context.

Industry-specific prevalence and gender disparity of common mental health problems in the UK: A national repetitive cross-sectional study

Aims

The aim of the study was to evaluate the prevalence and temporal trend of common mental health problems (CMHPs) in the UK by industrial classification from 2012-2014 to 2016-2018 while evaluating the corresponding gender disparities.

Methods

We used data from the Health Survey for England. CMPH was judged by a 12-item General Health Questionnaire. Industrial classifications were defined using the UK Standard Industrial Classification of Economic Activities. Data were fitted by the logistic models.

Results

In this study, 19,581 participants covering 20 industries were included. In total, 18.8% of participants screened positive for CMHP in 2016-2018, which significantly increased from 16.0% in 2012-2014 [adjusted OR (AOR) = 1.17, 95% CI 1.08-1.27]. In 2016-2018, the prevalence of CMHP ranged from 6.2% in the industry of mining and quarrying to 23.8% in the industry of accommodation and food service activities. From 2012-2014 to 2016-2018, none of the 20 industries studied experienced significant decreases in the above prevalence; conversely, three industries saw significant increases, including wholesale and retail trade, repair of motor vehicles and motorcycles (AOR for trend = 1.32, 95% CI 1.04-1.67), construction (AOR for trend = 1.66, 95% CI 1.23-2.24), and other service activities, which cannot be classified (AOR for trend = 1.94, 95% CI 1.06-3.55). In total, 11 of the 20 industries studied had significant gender disparities against women, with the smallest gap being in the industry of transport and storage (AOR = 1.47, 95% CI 1.09-2.0) and the highest in the industry of arts, entertainment, and recreation (AOR = 6.19, 95% CI 2.94-13.03). From 2012-2014 to 2016-2018, gender disparities were narrowed only in two industries, including human health and social work activities (AOR for trend = 0.45, 95% CI 0.27-0.74), and transport and storage (AOR for trend = 0.5, 95% CI 0.27-0.91).

Conclusion

The prevalence of CMHPs has increased and had a wide variation across industries in the UK. There were disparities against women, and the gender disparities have been keeping almost no improvement from 2012-2014 to 2016-2018.

Teachers at risk: Depressive symptoms, emotional intelligence, and burnout during COVID-19

Background

Previous studies indicated that depressive symptoms are common among teachers due to job stress and difficulty in managing emotions. The aim of this research was to determine the levels of depressive symptomatology in a sample of secondary school teachers who worked during the COVID-19 pandemic and to analyze the relationships with their levels of burnout and emotional intelligence.

Methods

The study involved 430 secondary school teachers residing in Madrid (Spain) who worked during the COVID-19 pandemic. Participants' age was between 25 and 60 (M = 41.40; SD = 11.07) and the gender distribution was 53.72% men and 46.28% women. We used the Spanish version of the Patient Health Questionnaire (PHQ-9), the Maslach Burnout Inventory Educators Survey (MBI-ES) and the Trait Meta-Mood Scale (TMMS-24).

Results

The main results indicated that teachers presented high means of depressive symptomatology, with women obtaining higher scores than men. Significant relationships were also observed between the levels of depressive symptomatology and the dimensions of burnout and emotional intelligence. Finally, the three dimensions of emotional intelligence would contribute to the depressive symptomatology of teachers, while of the burnout dimensions only Emotional Exhaustion would make a contribution.

Conclusion

The possible consequences of depressive symptomatology in teachers during the pandemic are discussed, as well as the need to enhance protective factors such as emotional intelligence and to study burnout levels.

Schoolteachers' well-being: A pilot study from the AVATAR project during COVID-19 school closure

BACKGROUND

Teachers are a category at high risk for co-occurring mental diseases.

OBJECTIVES

The purpose was to assess well-being of schoolteachers and psychological effects of coronavirus disease 2019 (COVID-19).

METHOD

Data were collected in April 2021, during the partial re-opening of public schools in Italy, from 838 schoolteachers who complete a battery of psychological tests on a multimedia platform.

RESULTS

In females, school closure increases anxiety (BAI, p < 0.001), depression (BDI-II, p < 0.05), stress-related insomnia (FIRST, p < 0.001), and perceived stress (PSS, p < 0.05). In males, on the contrary, rises perceived health (p < 0.001) and vitality (p < 0.001), also in terms of total score (PWBI p < 0.05). In addition, having a family member with COVID in the past month increased anxiety (BAI, p < 0.05), reduced perceived physical health (PWBI, p < 0.05) and vitality (PWBI, p < 0.05).

CONCLUSION

The main results of this pilot study showed that female teachers had a worse well-being perception with respect to men, in terms of health and vitality and an increase in negative emotional reactivity, that impaired when a family member was affected by COVID. The results emphasize the need to invest in prevention and wellness promotion programs in this professional category.

The analysis of main stressors among high-stress primary school teachers by job positions: A nationwide survey in Japan

Objectives

A school teacher's job is considered one of the most stressful occupations worldwide. To maintain the mental health of teachers, it is crucial to clarify the factors affecting work-related stress among teachers. The present study thus aimed to examine the main stressors among primary school teachers considering the difference in job positions by using data from a large-scale nationwide survey.

Methods

We analyzed the data from a nationwide survey of public school teachers conducted between June and December 2021. The total number of participants was 138,651. The information of perceived main stressors, working hours per day, job workloads, job control, workplace support, and stress response scores were assessed by job position.

Results

Among all teachers' job positions, the working hours of vice-principals were the longest, but their stress response scores were the second lowest. In contrast, the stress response scores among diet and nutrition teachers and health education teachers were the highest; their supervisors' and co-workers' support scores were the lowest among all teachers. Quantitative and qualitative workloads, job control, workplace support from supervisors and co-workers are significantly associated with teachers' stress responses in all job positions. Perceived main stressors among teachers were different depending on job positions. However, regardless of job positions, relationships with supervisors and co-workers were significantly associated with stress response scores among teachers. Dealing with difficult students and parents as well as workloads of clerical tasks were also associated with teachers' stress responses depending on job positions.

Conclusions

Perceived main stressors among teachers were different depending on job positions. However, relationships with supervisors and co-workers were significantly associated with stress response levels among teachers regardless of job positions. This study highlighted the importance of interpersonal relationships at the workplace in terms of teachers' mental health. The results suggest that providing interpersonal skills training targeting co-workers' relationships and harassment prevention measures would be crucial to maintain teachers' mental health. The results also suggest that increasing school staff and providing sufficient organizational support for teachers will be required to prevent teachers' burnout.

Association of psychological symptoms with job burnout and occupational stress among coal miners in Xinjiang, China: A cross-sectional study

Objective

The study aimed to investigate the influencing factors of psychological symptoms in relation to job burnout and occupational stress among coal miners in Xinjiang, so as to provide data support for enterprises in an effort to help them identify internal psychological risk factors and improve the mental health of coal miners.

Methods

A cross-sectional study was carried out. A total of 12 coal mines were selected using the stratified cluster random sampling method and 4,109 coal miners were investigated by means of online electronic questionnaires. The Symptoms Check List-90 (SCL-90), Chinese Maslach Burnout Inventory (CMBI), and Job Demand-Control (JDC) model were respectively used to measure the status of psychological symptoms, job burnout, and occupational stress among coal miners. The mediation analysis was performed through structural equation modeling (SEM) by using Analysis of Moment Structure (AMOS).

Results

The prevalence of psychological symptoms was higher in the occupational stress group than in the non-occupational stress group, and increased with job burnout (P < 0.05). The multivariate logistic regression analysis results showed that mild (OR = 1.401, 95% CL: 1.165, 1.685), moderate (OR = 2.190, 95% CL: 1.795, 2.672), or severe levels of burnout (OR = 6.102, 95% CL: 3.481, 10.694) and occupational stress (OR = 1.462, 95% CL: 1.272, 1.679) were risk factors for psychological symptoms in coal miners. The results of structural equation modeling indicated that occupational stress (β = 0.11, P = 0.002) and job burnout (β = 0.46, P = 0.002) had significant positive direct effects on psychological symptoms, and job burnout was an intermediate variable between occupational stress and psychological symptoms.

Conclusion

High levels of job burnout and occupational stress were risk factors for psychological symptoms. Both occupational stress and job burnout had direct effects on psychological symptoms, and occupational stress could also have an indirect effect on coal miners' psychological symptoms through the intermediate variable of job burnout.

The effectiveness of organisational-level workplace mental health interventions on mental health and wellbeing in construction workers: A systematic review and recommended research agenda

Objectives

This systematic review assesses the scientific evidence regarding the effectiveness of organisational-level workplace mental health interventions on stress, burnout, non-clinical depressive and anxiety symptoms, and wellbeing in construction workers.

Methods

Eligibility criteria were randomized controlled trials (RCTs), cluster randomized controlled trials (cRCTs), controlled or uncontrolled before- and after studies published in peer-reviewed journals between 2010 and May 2022 in five databases (Academic Search Complete, PsycInfo, PubMed, Scopus and Web of Science). Outcomes were stress, burnout and non-clinical depression and anxiety symptoms, and wellbeing (primary) and workplace changes and sickness absenteeism (secondary). Quality appraisal was conducted using the QATQS scale, a narrative synthesis was applied. The protocol was published in PROSPERO CRD42020183640 https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42020183640.

Main results

We identified five articles (four studies) with a total sample size of 260, one cRCT, one controlled before- and after study, and two uncontrolled before- and after studies. The methodological quality of one study was rated as moderate, while for three studies it was weak. One study showed significant effects of a work redesign programme in short-term physiological stress parameters, one study showed a significant employee perceived improvement of information flow after supervisor training and one study showed a substantial non-significant decline in sick leave. There was no significant effect on general mental health (SF12) nor on emotional exhaustion. The focus of all studies was on physical health, while detailed mental health and wellbeing measures were not applied.

Main conclusions

The evidence for the effectiveness of organisational-level workplace mental health interventions in construction workers is limited with opportunities for methodological and conceptual improvement. Recommendations include the use of a wider range of mental health and wellbeing outcomes, interventions tailored to the specific workplace and culture in construction and the application of the principles of complex interventions in design and evaluation.

Working Conditions and Health of Prison Officers in Paraná (Brazil)

OBJECTIVES

This cross-sectional study was carried out to identify the associations between working and health conditions among prison officers at a state prison in Paraná, Brazil.

MATERIAL AND METHOD

A proportional and stratified random sample of 125 individuals was used. The participants, who were not identified, completed a self-administered questionnaire.

RESULTS

The results showed a prevalence of minor psychiatric disorders (MPD) of 30.4% (95%CI: 22.4-39.2). A total of 17.9% of the respondents had persistent stress (95%CI: 12.2-25.2), 66.4 had up to five health-related complaints (95%CI: 58.4-75.2) and 9.6% had scores that indicated higher risk for alcohol abuse and/or dependance (95%CI:4.8-16.0). Multivariate analyses showed that with an MPD outcome, health problems (p<0.01), physical environment (p=0.013) and organizational risks (p<0.01) were significant predictors. Persistent stress was predicted by age (p=0.031), health problems (p<0.01) and organizational risks (p=0.023), while health complaints were associated with health problems (p<0.01) and physical environment (p<0.01). There were no significant predictors for higher risk for alcohol abuse and/or dependance.

DISCUSSION

In general, the results demonstrate the precarious nature of the work of prison officers, and reveal the importance of further studies to evaluate whether this is a specific reality of the unit that was investigated, or whether these results are common in other prison environments.

Teachers Supporting Teachers: A Social Network Perspective on Collegial Stress Support and Emotional Wellbeing Among Elementary and Middle School Educators

School mental health practitioners and researchers are increasingly concerned about educator job-related stress and its implications for teacher burnout, teaching efficacy, turnover, and student outcomes. Educators’ collegial networks in their schools are natural resources for stress support, yet little is known about the extent to which educators seek support from their colleagues in managing their stress and whether these relationships promote their emotional wellbeing. Utilizing peer nomination and self-report data from 370 educators in 17 elementary and middle schools, we found patterns in whom educators nominated as a source of stress support. Specifically, educators more often nominated colleagues who worked in the same role, grade, and/or subject, and those similar in age and who had similar or more experience. Furthermore, men and educators of color more often nominated same-gender and same-race colleagues, respectively, whereas these trends were not observed for women or White educators. However, the prevalence of these characteristics among colleagues nominated as a source of stress support was not often significantly associated with educators’ stress and burnout. Rather, educators’ level of burnout was positively related to the burnout among those in their stress support networks. In addition, educators’ stress and burnout were positively related to the stress and burnout of their colleagues with whom they spent the most time. These findings highlight how educators’ perceptions of stress and burnout may be shared within their collegial networks and have implications for a role for colleagues in teacher stress-reduction and wellbeing-focused interventions.

Assessment of sociodemographic and psychological well-being of Primary School Teachers

BACKGROUND

Teaching is very stressful and demanding and it intensifies psychological and related disorders compared to other occupations. Most teachers in Nigeria are battling emotional distress, burnout, depression, and anxiety due to excess workload, which has affected their psychological well-being. This study assessed the sociodemographic and psychological well-being of primary school teachers in Enugu State, Nigeria.

METHODS

This is a study with a cross-sectional design. The psychological well-being of 254 primary school teachers was assessed using a psychological well-being scale and a sociodemographic information inventory was also used to ascertain their personal information. The data collected were analyzed using chi-square, mean, standard deviation, and bivariate correlation statistics.

RESULTS

The results showed that the majority of primary school teachers experience unhealthy psychological well-being irrespective of age, gender, working status, qualification, and years of teaching experience. These teachers' sociodemographic variables are significantly correlated with psychological well-being. Only location is not significantly correlated with psychological well-being.

CONCLUSION

Therefore, this study concluded that primary school teachers' psychological well-being is not positive or healthy and is significantly related to their sociodemographic characteristics.

A Consequential Partnership

Abstract. Many studies have focused on the effects of teachers’ well-being on the development of students, in particular their academic achievement. To date, little is known about the association between teachers’ well-being and students’ well-being. In the present study, we analyzed this relationship and examined the mediating role of teacher support using linked data from 2,686 students and 805 teachers from 48 schools in Germany. Multilevel regression analyses showed a relationship between teachers’ emotional exhaustion and students’ subjective health complaints and between teachers’ psychological well-being and students’ satisfaction with school. The latter association was mediated by teacher support as perceived by students. This study extends current knowledge about the relevance of teachers’ well-being to their students’ socio-emotional development and the mechanisms that underlie this association. Implications for promoting of mental health in schools and for future research are discussed.

Depressive symptoms and associated factor among public school teachers in Jimma town, Southwest, Ethiopia 2020: a multi-disciplinary, cross-sectional study

BACKGROUND

Depression is a common mental disorder and the leading cause of disability globally. Depression has a significant impact on the quality of life, cognition, emotion, and daily functioning and leads individuals to 39% of suicide globally. Previous studies reported that the magnitude of depression is higher among teachers than in the general population. However, little is known in the case of Ethiopia. Therefore this study aimed to assess the magnitude of depressive symptoms and associated factors among public school teachers in Jimma town.

METHODS

A facility-based cross-sectional study using was conducted a multistage random sampling technique. Depressive symptoms were assessed by using the Depression, Anxiety, and Stress 21 items scale. The data were entered into Epi Data version 3.1 and analyzed using STATA V 14.2. Variables with p < 0.25 in the bi-variable logistic regression analysis were entered into a multivariable binary logistic regression to identify predictors. A statistically significant association was declared at a p-value < 0.05.

RESULT

The prevalence of depressive symptoms in this study was found to be 44.7% (95% CI: 40-49.3). Moderate and severe level of occupational stress (AOR; 2.63 CI; 1.32, 5.28 and AOR; 4.15 CI; 1.83, 9.45) respectively, having stress, (AOR; 2.40 CI; 1.48, 3.90), having Anxiety symptoms (AOR; 4.43 CI; 2.79, 7.06) and consumption of alcohol (AOR; 2.21 CI; 1.11, 4.37) were identified as a significant predictor for depressive symptoms.

CONCLUSION AND RECOMMENDATION

The study revealed that there is a high prevalence of depressive symptoms among participants. Moderate and severe levels of occupational stress, having stress, having anxiety, and consumption of alcohol were factors that are significantly associated with depressive symptoms. Therefore, giving awareness and routine screening of depressive symptoms among teachers is crucial in early detection and management.

Nurturing compassion in schools: A randomized controlled trial of the effectiveness of a Compassionate Mind Training program for teachers

OBJECTIVES

Schools are experiencing an unprecedented mental health crisis, with teachers reporting high levels of stress and burnout, which has adverse consequences to their mental and physical health. Addressing mental and physical health problems and promoting wellbeing in educational settings is thus a global priority. This study investigated the feasibility and effectiveness of an 8-week Compassionate Mind Training program for Teachers (CMT-T) on indicators of psychological and physiological wellbeing.

METHODS

A pragmatic randomized controlled study with a stepped-wedge design was conducted in a sample of 155 public school teachers, who were randomized to CMT-T (n = 80) or a waitlist control group (WLC; n = 75). Participants completed self-report measures of psychological distress, burnout, overall and professional wellbeing, compassion and self-criticism at baseline, post-intervention, and 3-months follow-up. In a sub-sample (CMT-T, n = 51; WLC n = 36) resting heart-rate variability (HRV) was measured at baseline and post-intervention.

RESULTS

CMT-T was feasible and effective. Compared to the WLC, the CMT-T group showed improvements in self-compassion, compassion to others, positive affect, and HRV as well as reductions in fears of compassion, anxiety and depression. WLC participants who received CMT-T revealed additional improvements in compassion for others and from others, and satisfaction with professional life, along with decreases in burnout and stress. Teachers scoring higher in self-criticism at baseline revealed greater improvements post CMT-T. At 3-month follow-up improvements were retained.

CONCLUSIONS

CMT-T shows promise as a compassion-focused intervention for enhancing compassion, wellbeing and reducing psychophysiological distress in teachers, contributing to nurturing compassionate, prosocial and resilient educational environments. Given its favourable and sustainable effects on wellbeing and psychophysiological distress, and low cost to deliver, broader implementation and dissemination of CMT-T is encouraged.

School staff and teachers during the second year of COVID-19: Higher anxiety symptoms, higher psychological distress, and poorer mental health compared to the general population

Background

The aim of this study was to: 1) assess mental health symptoms in Canadian school staff during the second year of the pandemic (Spring 2021) and compare these same outcomes to national representative samples, and 2: examine whether the number of hours of direct contact with students was a significant predictor of anxiety symptoms.

Methods

Online data on anxiety symptoms, psychological distress, overall mental health, and demographic information was collected from 2,305 school staff in the greater Vancouver area between February 3 and June 18, 2021, as part of a seroprevalence study.

Results

School staff reported significantly higher anxiety symptoms than a national representative survey in Spring 2021 and higher exposure contact time with students was significantly associated with anxiety symptoms, in addition to sex and age, but not level of education and ethnicity. School staff also reported poorer mental health and higher levels of psychological distress compared to pre-pandemic population measures.

Limitations

Cross-sectional design, self-report measures.

Conclusions

These results show that priorities to reduce mental health challenges are critical during a public health crisis, not only at the beginning, but also one year later. Ongoing proactive prevention and intervention strategies for school staff are warranted.

Linking Emotional Intelligence to Mental Health in Chinese High School Teachers: The Mediating Role of Perceived Organizational Justice

Compare with other professions, teachers are reported to have a higher risk of poor mental health. This study examined the relationships between emotional intelligence, perceived organizational justice, and mental health among Chinese high school teachers. Three hundred and eighty-one high school teachers, with their age range between 21 and 50 years, were administered the Emotional Intelligence Scale, Perceived Organizational Justice Scale, and Mental Health Scale. The result found that emotional intelligence and perceived organizational justice directly influence the mental health of high school teachers. In addition, perceived organizational justice mediated the association between emotional intelligence and mental health. Moreover, the present study analyzes the different role of subtypes of perceived organizational justice on the relationships between emotional intelligence and mental health, and the results showed that the mediating effects of perceived distributive justice and interactive justice on emotional intelligence and mental health are not significant, only the perceived procedural justice mediated the relationships between emotional intelligence and teachers' mental health. The results are discussed in a conceptual context.

Mental health disorders and alcohol misuse among UK military veterans and the general population: a comparison study

BACKGROUND

For a small minority of personnel, military service can have a negative impact on their mental health. Yet no studies have assessed how the mental health of UK veterans (who served during the recent operations in Afghanistan or Iraq) compares to non-veterans, to determine if they are at a disadvantage. We examine the prevalence of mental disorders and alcohol misuse in UK veterans compared to non-veterans.

METHODS

Veteran data were taken from the third phase of the King's Centre for Military Health Research cohort study (n = 2917). These data were compared with data on non-veterans taken from two large general population surveys: 2014 Adult Psychiatric Morbidity Survey (n = 5871) and wave 6 of the UK Household Longitudinal Study (UKHLS, n = 22 760).

RESULTS

We found that, overall, UK veterans who served at the time of recent military operations were more likely to report a significantly higher prevalence of common mental disorders (CMD) (23% v. 16%), post-traumatic stress disorder (PTSD) (8% v. 5%) and alcohol misuse (11% v. 6%) than non-veterans. Stratifying by gender showed that the negative impact of being a veteran on mental health and alcohol misuse was restricted to male veterans. Being ill or disabled was associated with a higher prevalence of CMD and PTSD for both veterans and non-veterans.

CONCLUSION

Whilst the same sociodemographic groups within the veteran and non-veteran populations seemed to have an increased risk of mental health problems (e.g. those who were unemployed), male veterans, in particular, appear to be at a distinct disadvantage compared to those who have never served.

Factors Related to Psychological Well-Being as Moderated by Occupational Class in Korean Self-Employed Workers

We examined factors related to the psychological well-being of self-employed workers in Korea, and the moderation of these effects by occupational class. This secondary analysis examined the data of 14,454 self-employed individuals from the fifth Korean Working Conditions Survey (2017). In all occupational classes, psychological well-being score was greater in women, and increased with monthly income and the frequency of working at very high speed; there were lower mean scores in those who became self-employed out of necessity rather than personal choice; in addition, the score decreased as the number of musculoskeletal symptoms increased. The relationship of work factors with the psychological well-being of self-employed individuals also differed according to occupational class. In conclusion, our analysis indicated that self-employed workers in different occupational classes respond differently to identical stressors.

Teachers "Finding Peace in a Frantic World": An Experimental Study of Self-Taught and Instructor-Led Mindfulness Program Formats on Acceptability, Effectiveness, and Mechanisms

Mindfulness training (MT) is considered appropriate for school teachers and enhances well-being. Most research has investigated the efficacy of instructor-led MT. However, little is known about the benefits of using self-taught formats, nor what the key mechanisms of change are that contribute to enhanced teacher well-being. This study compared instructor-led and self-taught MT based on a book (Williams & Penman, 2011) in a sample of secondary school teachers. We assessed expectancy, the degree to which participants believed the intervention was effective, their program engagement, well-being and psychological distress, and evaluated whether mindfulness and self-compassion skills acted as mediators of outcomes. In total, 206 teachers from 43 schools were randomized by school to an instructor-led or self-taught course—77% female, mean age 39 years (SD = 9.0). Both MT formats showed similar rates of participant expectancy and engagement, but the instructor-led arm was perceived as more credible. Using linear mixed-effects models, we found the self-taught arm showed significant pre-post improvements in self-compassion and well-being, while the instructor-led arm showed such improvements in mindfulness, self-compassion, well-being, perceived stress, anxiety, depression, and burnout. Changes over time significantly differed between the groups in all these outcomes, favoring the instructor-led arm. The instructor-led arm, compared with the self-taught, indirectly improved teacher outcomes by enhancing mindfulness and self-compassion as mediating factors. Mindfulness practice frequency had indirect effects on teacher outcomes through mindfulness in both self-taught and instructor-led arms. Our results suggest both formats are considered reasonable, but the instructor-led is more effective than the self-taught. Trial registration: ISRCTN18013311.

Mindfulness training enhances teachers’ well-being. This study compared two different mindfulness training formats with a sample of 206 secondary school teachers using an experimental design. Results suggested that teachers’ well-being was increased in both formats of delivery and both generated similar expectancy and engagement with the mindfulness practice; but the instructor-led format appeared to be more credible and effective and was also able to reduce teachers’ stress, anxiety, depressive symptomatology, and burnout. In contrast, the self-taught program might be useful for those teachers who cannot access or commit to an instructor-led program, provided they engage with mindfulness practice. This study suggests two forms for teachers to learn mindfulness, instructor-led and self-taught, as a way to support well-being, each with its own advantages.

Perceived Symptoms of Depression, Anxiety and Stress amongst Staff in a Malaysian Public University: A Workers Survey

Mental health conditions are a major part of workers’ health that predisposes to poor self-motivation for sustaining productivity. This study was aimed to determine the prevalence of depression, anxiety, and stress among staff in a Malaysian public university and its associated factors. A cross-sectional study was conducted among 459 staff from the Universiti Kebangsaan Malaysia (UKM) between April and June 2019. A questionnaire that consisted of items on socio-demographic and socioeconomic characteristics, employment description, lifestyle risk behaviors, personal medical history, and symptoms of depression, anxiety, and stress was administered to participants. Descriptive and inferential statistics were conducted using SPSS version 22.0. The prevalence of perceived symptoms of depression, anxiety, and stress among the respondents was 28.7%, 50.1%, and 14.8%, respectively. Over one-quarter (26.5%) of the participants presented symptoms of two or more mental disorders. Women, those aged less than 40 years old, and non-academic professionals were more likely to exhibit depressive symptoms, while those with medical conditions that required hospitalizations sustained anxiety symptoms. Perceived stress was more likely to be prevalent among staff with secondary education or less and smokers. Proactive support for staff needs to be offered in sustaining their emotional well-being.

Difficulties detaching psychologically from work among German teachers: prevalence, risk factors and health outcomes within a cross-sectional and national representative employee survey

Background

Teachers often face high job demands that might elicit strong stress responses. This can increase risks of adverse strain outcomes such as mental and physical health impairment. Psychological detachment has been suggested as a recovery experience that counteracts the stressor-strain relationship. However, psychological detachment is often difficult when job demands are high. The aims of this study were, first, to gain information on the prevalence of difficulties detaching from work among German teachers, second, to identify potential person-related/individual (i.e., age, sex), occupational (e.g., tenure, leadership position), and work-related (e.g., overload, cognitive, emotional, and physical demands) risk factors and, third, to examine relationships with mental and physical health impairment and sickness absence.

Methods

A secondary analysis of cross-sectional data from a national and representative survey of German employees was conducted (BIBB/BAuA Employment Survey 2018). For the analyses data from two groups of teachers (primary/secondary school teachers: n = 901, other teachers: n = 641) were used and compared with prevalence estimates of employees from other occupations (n = 16,266).

Results

Primary/secondary school teachers (41.5%) and other teachers (30.3%) reported more difficulties detaching from work than employees from other occupations (21.3%). Emotional demands and deadline/performance pressure were the most severe risk factors in both groups of teachers. In the group of primary/secondary school teachers multitasking demands were further risk factors for difficulties to detach from work whereas support from colleagues reduced risks. In both groups of teachers detachment difficulties can be linked to an increase in psychosomatic and musculoskeletal complaints and, additionally, to a higher risk of sickness absence among primary/secondary school teachers.

Conclusions

Difficulties detaching from work are highly prevalent among German teachers. In order to protect them from related risks of health impairment, interventions are needed which aim at optimizing job demands and contextual resources (i.e., work-directed approaches) or at improving coping strategies (i.e., person-directed approaches).

Mobile Apps That Promote Emotion Regulation, Positive Mental Health, and Well-being in the General Population: Systematic Review and Meta-analysis

BACKGROUND

Among the general public, there appears to be a growing need and interest in receiving digital mental health and well-being support. In response to this, mental health apps (MHapps) are becoming available for monitoring, managing, and promoting positive mental health and well-being. Thus far, evidence supports favorable outcomes when users engage with MHapps, yet there is a relative paucity of reviews on apps that support positive mental health and well-being.

OBJECTIVE

We aimed to systematically review the available research on MHapps that promote emotion regulation, positive mental health, and well-being in the general population aged 18-45 years. More specifically, the review aimed at providing a systematic description of the theoretical background and features of MHapps while evaluating any potential effectiveness.

METHODS

A comprehensive literature search of key databases, including MEDLINE (via Ovid), EMBASE (via Ovid), PsycINFO (via Ovid), Web of Science, and the Cochrane Register of Controlled Trials (CENTRAL), was performed until January 2021. Studies were included if they described standalone mental health and well-being apps for adults without a formal mental health diagnosis. The quality of all studies was assessed against the Mixed Methods Appraisal Tool. In addition, the Cochrane Risk-of-Bias tool (RoB-2) was used to assess randomized control trials (RCTs). Data were extracted using a modified extraction form from the Cochrane Handbook of Systematic Reviews. A narrative synthesis and meta-analysis were then undertaken to address the review aims.

RESULTS

In total, 3156 abstracts were identified. Of these, 52 publications describing 48 MHapps met the inclusion criteria. Together, the studies evaluated interventions across 15 countries. Thirty-nine RCTs were identified suggesting some support for the role of individual MHapps in improving and promoting mental health and well-being. Regarding the pooled effect, MHapps, when compared to controls, showed a small effect for reducing mental health symptoms (k=19, Hedges g=-0.24, 95% CI -0.34 to -0.14; P<.001) and improving well-being (k=13, g=0.17, 95% CI 0.05-0.29, P=.004), and a medium effect for emotion regulation (k=6, g=0.49, 95% CI 0.23-0.74, P<.001). There is also a wide knowledge base of creative and innovative ways to engage users in techniques such as mood monitoring and guided exercises. Studies were generally assessed to contribute unclear or a high risk of bias, or to be of medium to low methodological quality.

CONCLUSIONS

The emerging evidence for MHapps that promote positive mental health and well-being suggests promising outcomes. Despite a wide range of MHapps, few apps specifically promote emotion regulation. However, our findings may position emotion regulation as an important mechanism for inclusion in future MHapps. A fair proportion of the included studies were pilot or feasibility trials (k=17, 33%), and full-scale RCTs reported high attrition rates and nondiverse samples. Given the number and pace at which MHapps are being released, further robust research is warranted to inform the development and testing of evidence-based programs.

Mental health support and training to improve secondary school teachers’ well-being: the WISE cluster RCT

Background

Health and Safety Executive data show that teachers are at heightened risk of mental health difficulties, yet few studies have attempted to address this. Poor teacher mental health may impact on the quality of support provided to young people, who also report increased mental health difficulties themselves.

Objective

To test the effectiveness of an intervention aiming to improve secondary school teachers’ well-being through mental health support and training.

Design

A cluster randomised controlled trial with embedded process and economic evaluations.

Setting

Twenty-five mainstream, non-fee-paying secondary schools in the south-west of England and South Wales, stratified by geographical area and free school meal entitlement, randomly allocated to intervention or control groups following collection of baseline measures (n = 12, intervention; n = 13, control) between May and July 2016.

Participants

All teachers in the study schools at any data collection. All students in year 8 (baseline) and year 10 (final follow-up).

Intervention

Each intervention school received three elements: (1) a 1-day mental health first aid for schools and colleges training session delivered to 8% of all teachers; (2) a 1-hour mental health session delivered to all teachers; and (3) 8% of staff trained in the 2-day standard mental health first aid training course set up a confidential peer support service for colleagues. Control schools continued with usual practice.

Main outcome measures

The primary outcome was teacher well-being (using the Warwick–Edinburgh Mental Wellbeing Scale). Secondary outcomes were teacher depression, absence and presenteeism, and student well-being, mental health difficulties, attendance and attainment. Follow-up was at 12 and 24 months. Data were analysed using intention-to-treat mixed-effects repeated-measures models.

Economic evaluation

A cost–consequence analysis to compare the incremental cost of the intervention against the outcomes measured in the main analysis.

Process evaluation

A mixed-methods study (i.e. qualitative focus groups and interviews, quantitative surveys, checklists and logs) to examine intervention implementation, activation of the mechanisms of change outlined in the logic model, intervention acceptability and the wider context.

Results

All 25 schools remained in the study. A total of 1722 teachers were included in the primary analysis. We found no difference in mean teacher well-being between study arms over the course of follow-up (adjusted mean difference –0.90, 95% confidence interval –2.07 to 0.27). There was also no difference in any of the secondary outcomes (p-values 0.203–0.964 in the fully adjusted models). The average cost of the intervention was £9103 (range £5378.97–12,026.73) per intervention school, with the average cost to Welsh schools being higher because of a different delivery model. The training components were delivered with high fidelity, although target dosage was sometimes missed. The peer support service was delivered with variable fidelity, and reported usage by teachers was low (5.9–6.1%). The intervention had high acceptability, but participants reported low support from senior leadership, and minimal impact on school culture.

Limitations

Participants and the study team were unblinded, self-report for the main outcome measures and inaccurate measurement of peer support service usage.

Conclusions

The Wellbeing in Secondary Education (WISE) intervention was not effective at improving teacher or student well-being, or reducing mental health difficulties, possibly because of contextual barriers preventing it becoming embedded in school life.

Future work

Identification of ways in which to achieve system-level change and sustained support from senior leaders is important for future school-based mental health interventions.

Trial registration

Current Controlled Trials ISRCTN95909211.

Funding

This project was funded by the National Institute for Health Research Public Health Research programme and will be published in full in Public Health Research; Vol. 9, No. 12. See the NIHR Journals Library website for further project information. Intervention costs were met by Public Health Wales, Public Health England and Bristol City Council.

Occupational groups and its physical and mental health correlates: results from the Singapore Mental Health Study 2016

Purpose

The physical and mental wellbeing of an individual is impacted by the type occupation one does. This study aims to establish the prevalence of mental and physical disorders, the association of occupational groups and health-related quality of life, and the extent of work-loss and work-cut back in past 30 days among the employed in the Singapore resident population.

Methods

Data from a population-based, epidemiological survey of a representative sample of Singapore citizens and permanent residents aged 18 years and above were used. Lifetime diagnosis of select mental disorders was established using the World Health Organization’s Composite International Diagnostic Interview version 3.0 (WHO-CIDI 3.0). Data on nicotine dependence, work productivity, quality of life and socio-demographics were obtained via self-report. Ten major occupational groups based on the Singapore Standard Occupational Classification were included in the analysis.

Results

The sample comprised 4021 employed individuals who were predominantly males (54.7%) and aged 35–49 years (35.4%). ‘Service and sales workers’ (22.6%), ‘Professionals’ (17.3%) and ‘Legislators, senior officials and managers’ (16.4%) were the three largest occupational groups. Socio-demographic characteristics differed significantly (p < 0.001) across all occupational groups. Lifetime prevalence of mood disorders among the employed was 8.4% and the most prevalent physical disorder was chronic pain (18.9%). No significant differences were observed in work productivity loss across the occupational groups.

Conclusions

The disparities in the socio-demographic characteristics and prevalence of mental and physical disorders across occupational categories provide policymakers with vital information to pilot effective interventions that can improve the psychosocial and physical conditions at work.

Occupational class and employment sector differences in common mental disorders: a longitudinal Swedish cohort study

BACKGROUND

Recent increases in common mental disorders (CMDs) among young adults are of great concern although studies of CMDs in young employees are sparse. This study investigated the independent and interacting effects of sector of employment, occupational class and CMDs. Additionally, associations between type of employment branch and CMDs within each sector were examined.

METHODS

This population-based longitudinal cohort study included 665 138 employees, 19-29 years, residing in Sweden in 2009. Employment sector (i.e. private/public) and occupational class (non-manual/manual workers) were measured in 2009. Risk estimates of CMDs, measured as new prescription of antidepressants and/or psychiatric care with a diagnosis of CMDs, between 2010 and 2016, were calculated as hazard ratios (HRs) with 95% confidence intervals (CIs), using Cox multivariable regression analysis.

RESULTS

Public sector employees (whereof 60% manual workers) had an elevated risk for CMDs compared to private sector employees [adjusted HR: 1.14 (95% CI 1.12-1.16)]. Within each sector, manual workers were at increased risk of CMDs compared to non-manual workers. There was an interaction between sector of employment and occupational class; manual workers in the public sector had the highest CMD risk [adjusted synergy index: 1.51 (95% CI 1.29-1.76)]. The most elevated risk for CMDs was observed in those employed in health and social services and the lowest risk among construction workers.

CONCLUSION

Sector of employment and occupational class play a role in CMDs in young employees. These findings should be taken into account in the attempts to reduce CMDs in the young working population.

Social Support and Optimism as Protective Factors for Mental Health among 7765 Healthcare Workers in Germany during the COVID-19 Pandemic: Results of the VOICE Study

BACKGROUND

The COVID-19 pandemic is impacting mental health worldwide, particularly among healthcare workers (HCWs). Risk and protective factors for depression and generalized anxiety in healthcare workers need to be identified to protect their health and ability to work. Social support and optimism are known protective psychosocial resources, but have not been adequately studied in the context of the COVID-19 pandemic among healthcare workers in Germany.

METHODS

Within the first wave of the VOICE study (n = 7765), a longitudinal web-based survey study among healthcare workers in Germany, we assessed symptoms of depression (PHQ-2) and generalized anxiety (GAD-2), social support (ENRICHD Social Support Inventory; ESSI), and generalized optimism as well as sociodemographic, occupational, and COVID-19 related variables. Multiple linear regression analyses were conducted to examine associations between the constructs.

RESULTS

The analyses revealed that higher levels of social support and optimism were associated with lower levels of depression and generalized anxiety. They showed a higher association with depression and generalized anxiety than demographic or occupational risk factors such as female gender and direct contact with infected individuals.

CONCLUSION

Psychosocial resources such as social support and optimism appear to contribute to successful coping with the COVID-19 pandemic and should be considered in future studies.

Suicide rates by occupation in Korea, 1993-2017: the impacts of financial crisis and suicide policy

This study compared the suicide rates among different groups of occupations in Korea and their changes from 1993 through 2017. The suicide rate tended to be low in the high skill occupations except the manager group. The suicide rates showed increases around the financial crises of 1997 and 2008 in most occupations, and the sharpest increase was observed in the managers. The suicide rate in the manager group, which was the lowest among all occupation groups until the mid 2000s, showed the sharpest increase and became the highest since 2012 among all occupation groups. The sustained reduction in suicide rates among the skilled agricultural, forestry and fishery workers in Korea, following the implementation of paraquat control since 2005, shows that means restriction is an effective and essential way for reducing suicides. While more efforts should be put into means restriction, policy makers should focus on changing public perceptions of suicide in order that it would not be accepted as a possible solution for the difficulties in life.

Cognitive-behavioral correlates of pupil control ideology

Teacher’s pupil control ideology is a central feature for the quality of the teacher-student relationship, which, in turn, impacts the teacher’s level of well-being. The pupil control ideology refers to a teacher’s belief system along a continuum from humanistic to custodial views. Teachers with humanistic orientation view students as responsible and, therefore, they exert a lower degree of control to manage students’ classroom behaviors. Teachers with a custodial orientation view students as untrustworthy and, therefore, they exert a higher degree of control to manage students’ classroom behaviors. The relationship between pupil control ideology and dysfunctional beliefs originated from the cognitive-behavioral therapy framework has not been investigated, despite existing evidence suggesting that the pupil control ideology is linked to stress and burnout. One hundred fifty-five teachers completed a set of self-report questionnaires measuring: (i) teacher’s pupil-control ideology; (ii) perfectionistic and hostile automatic thoughts; (iii) irrational beliefs; (iv) unconditional self-acceptance; (v) early maladaptive schemas; and (vi) dimensions of perfectionism. The result suggests that teachers who adopt a custodial view on pupil control ideology endorse more dysfunctional beliefs than teachers who adopt a humanistic view. They tend to present a higher level of perfectionism, unrelenting standards, and problematic relational beliefs, including schemas of mistrust and entitlement. They also present more often other-directed demands and derogation of other thoughts. Such results picture a dysfunctional view on pupils who misbehave, as adversaries who threaten their rigid and/or perfectionistic expectations.

Childhood adversity and common mental disorders in young employees in Sweden: is the association affected by early adulthood occupational class?

BACKGROUND

Childhood adversities are associated with an elevated risk for common mental disorders (CMDs). Whether the strength of the association also holds for young employees is unclear. Given the increase in CMD rates in young adults over the past decade, identification of risk factors has important implications for future public health interventions. The current study aimed to investigate the effects of childhood adversities on CMDs. Additionally, the role of occupational class (non-manual/manual workers) in the relationship was examined.

METHODS

This population-based longitudinal cohort study included 544,003 employees, 19-29 years, residing in Sweden in 2009. Adversities included parental death, parental mental and somatic disorders, parental separation or single-parent household, household public assistance and residential instability. Estimates of risk of CMDs, measured as prescription of antidepressants and/or psychiatric care with a clinical diagnosis of CMDs, between 2010 and 2016 were calculated as relative risks (RR) with 95% confidence intervals (CI), using a modified Poisson regression analysis. Occupational class (non-manual/manual workers) was explored as a potential moderator.

RESULTS

In both manual and non-manual workers, childhood adversities were associated with an elevated risk of subsequent CMDs. The risk was moderated by occupational class, i.e., especially pronounced risk was found in manual workers who had experienced cumulative adversity (adjusted RR 1.76, 95% CI 1.70-1.83) when compared to non-manual workers with no adversity. Among the adversities examined, having had a parent treated for a mental disorder, having grown up in a household living on public assistance or having experienced residential instability were the strongest predictors of CMDs.

CONCLUSION

Our findings suggest that, among young employees, manual workers with a history of multiple childhood adversities are especially vulnerable to subsequent CMDs.

Factors Associated With Psychological Distress in Health-Care Workers During an Infectious Disease Outbreak: A Rapid Systematic Review of the Evidence

Objective: Health-care workers (HCW) are at risk for psychological distress during an infectious disease outbreak, such as the coronavirus pandemic, due to the demands of dealing with a public health emergency. This rapid systematic review examined the factors associated with psychological distress among HCW during an outbreak. Method: We systematically reviewed literature on the factors associated with psychological distress (demographic characteristics, occupational, social, psychological, and infection-related factors) in HCW during an outbreak (COVID-19, SARS, MERS, H1N1, H7N9, and Ebola). Four electronic databases were searched (2000 to 15 November 2020) for relevant peer-reviewed research according to a pre-registered protocol. A narrative synthesis was conducted to identify fixed, modifiable, and infection-related factors linked to distress and psychiatric morbidity. Results: From the 4,621 records identified, 138 with data from 143,246 HCW in 139 studies were included. All but two studies were cross-sectional. The majority of the studies were conducted during COVID-19 (k = 107, N = 34,334) and SARS (k = 21, N = 18,096). Consistent evidence indicated that being female, a nurse, experiencing stigma, maladaptive coping, having contact or risk of contact with infected patients, and experiencing quarantine, were risk factors for psychological distress among HCW. Personal and organizational social support, perceiving control, positive work attitudes, sufficient information about the outbreak and proper protection, training, and resources, were associated with less psychological distress. Conclusions: This review highlights the key factors to the identify HCW who are most at risk for psychological distress during an outbreak and modifying factors to reduce distress and improve resilience. Recommendations are that HCW at risk for increased distress receive early interventions and ongoing monitoring because there is evidence that HCW distress can persist for up to 3 years after an outbreak. Further research needs to track the associations of risk and resilience factors with distress over time and the extent to which certain factors are inter-related and contribute to sustained or transient distress.

Depression Levels of State Functionaries: Empirical Evidence From China

This study aimed to explore the depression levels of those serving as state functionaries in China. We used data from the 2016 China Labor-force Dynamics Survey and the ordinary least squares model for the regression analysis. The results found: i) The degree of depression of state functionaries was found to be lower than that of other workers; that is, the overall depression index of state functionaries was 1.010 points lower, and the result was significant at the degree of 1%; ii) state functionaries had a lower degree of depression than workers in all other occupation groups; iii) older state functionaries had lower depression than their younger counterparts; iv) the degree of depression of state functionaries in the provinces involved in China's three major urban agglomerations was higher than that of those in other provinces; and v) the degree of depression of female state functionaries was lower than that their male peers. Thus, there is an association between serving as a state functionary in China and depression. State functionaries have lower levels of depression than other working groups. These levels were generally lower but varied according to age, sex, and province.

The Prevalence and Correlative Factors of Depression Among Chinese Teachers During the COVID-19 Outbreak

Background: Epidemiological data on outbreak-associated depression of Chinese teachers are not available. This study aimed to investigate the prevalence and correlates of depression among teachers during the coronavirus disease 2019 (COVID-19) outbreak in mainland China. Methods: A large cross-sectional online survey was conducted during the COVID-19 outbreak. Depression was assessed using the Patient Health Questionnaire-9 (PHQ-9). The Connor-Davidson Resilience Scale 25 (CD-RISC 25) and Perceived Stress Scale-10 (PSS-10) were used to measure the mental resilience and stress of participants. The correlative factors of depression were analyzed. Results: In this study, 1,096 teachers were analyzed with a median (range) age of 41 (20-65) years. Of them, 624 (56.9%) suffered from depression (PHQ-9 total score of >4). The multivariate analyses showed that participants with aged ≥41 years (OR = 0.752, 95% CI:0.578-0.979, p = 0.034), participating in epidemic prevention and control (OR = 1.413, 95% CI:1.070-1.867, p = 0.015), thinking prolonged school closure have bad effect (OR = 1.385, 95% CI:1.017-1.885, p = 0.038), sleep duration/day of <6 h (OR = 1.814, 95% CI:1.240-2.655, p < 0.001), physical exercise duration/day of <30 min (OR = 1.619, 95% CI:1.247-2.103, p < 0.001), spending less time with family (OR = 1.729, 95% CI: 1.063-2.655, p = 0.002), being concerned about COVID-19 (OR = 0.609, 95% CI:0.434-0.856, p = 0.004), having poor mental resilience (OR = 6.570, 95% CI:3.533-12.22, p < 0.001) and higher PSS-10 scores (OR = 9.058, 95% CI:3.817-21.50, p < 0.001) were independently associated with depression. Conclusion: During the COVID-19 outbreak, depression was common among teachers. Age, participating in epidemic prevention and control, opinions toward distant teaching and prolonged school closure, sleep duration/day, physical exercise duration, spending time with family, attitude toward COVID-19, mental resilience and stress represented the independent factors for suffering from depression.

Effect of physical activity on mental wellbeing among teachers of secondary school in Almadina city, Saudi Arabia

Background:

Physical activity has many beneficial effects on mental health. Benefit of physical activity appears proportional to the amount of activity rather than the intensity of physical activity.

Objectives:

The aim of this study was to assess the effect of physical activity on mental wellbeing of teachers of secondary school in Almadina city- 2019.

Subjects and Methods:

A descriptive cross sectional study was applied among a representative multi-stage random sample of secondary school teachers in Almadina. Two validated questionnaires, in addition to personal data were utilized to collect data; Short-form International Physical Activity Questionnaire (IPAQ) version 2.0 to evaluate physical activity and the Warwick-Edinburg Mental Wellbeing Scale (WEMWBS) to assess mental wellbeing both in Arabic language.

Results:

The study included 230 teachers. Their age ranged between 27 and 59 years with a mean ± (SD) of 39.4 (±7.6) years. Almost half of them were males (50.4%). Most of the teachers were either overweight (30%) or obese (40.9%). Almost half of teachers (48.3%) reported moderate level of physical activity whereas only 9.1% reported high level. Low level of physical activity was mentioned by 42.6% of the respondents. There was no significant difference between male and female teachers regarding physical activity level. The association between level of physical activity and body mass index was statistically significant, P < 0.001. Majority of the teachers expressed high mental wellbeing level while only 3.5% of them had low level of mental wellbeing. High level of mental well-being was observed among 95.6% of females compared to 85.3% of males, P = 0.008. There was a statistically significant positive association between levels of physical activity and mental well-being among teachers (P = 0.002).

Conclusion:

Level of practicing physical activities among secondary school teachers in Almadina is suboptimal, with no gender difference. Majority of the teachers have high mental well-being, particularly females. There is a positive association between levels of physical activity and mental wellbeing among teachers.

The Impact of a Change in Employment on Three Work-Related Diseases: A Retrospective Longitudinal Study of 10,530 Belgian Employees

BACKGROUND

The literature that has investigated to what extent a change in employment contributes to good health is contradictory or shows inconsistent results. The aim of this study was to investigate whether an association exists between a change in employment and cardiovascular, musculoskeletal and neuropsychological diseases in a sample of 10,530 Belgian workers in a seven-year follow-up study period.

METHODS

The following factors were analysed: Demographic variables, a change in employment and the work-related risks. Individuals being on medication for cardiovascular, musculoskeletal, and neuropsychological diseases were used as proxies for the three health issues. Logistic regression models for autocorrelated data with repeated measures were used to examine each medication type.

RESULTS

A change in employment and psychosocial load can have an important effect on the health of cardiovascular employees. Demographic variables, such as BMI and age, are risk factors for all three medications. Repetitive, manual tasks, handling static, exposure to noise levels of 87 dB, mechanical and/or manual handling with loads, and shift work were found to be positively associated with medications taken for musculoskeletal diseases. Exposure to noise 80 dB(A), managing physical loads and night work were found to be associated with being on medication for neuropsychological diseases. Physical activity and skill levels were considered to be protective factors for being on medication for neuropsychological diseases.

CONCLUSIONS

Change in employment and psychosocial load were found as two important risk factors for being on medication for cardiovascular (CVD). Dealing with loads, doing shift work and being daily exposed to the noise of 87 dB correlated with being on medication for musculoskeletal (MSD). Dealing with physical loads, doing night work and being exposed to the noise of 80 dB were risk factors for being on medication for neuropsychological (NPD). While doing physical activity and reporting higher skill levels were found to be protective factors for NPD.

Weekly Working Hours and Mental Health Status in Different Occupations: Evidence From the 2015 to 2016 California Health Interview Survey

OBJECTIVE

The aim of this paper was to identify shapes of the curves between weekly working hours (WWH) and mental health status (MHS) and determine WWH for the best MHS in 13 occupations.

METHODS

This cross-sectional study applied public data of the 2015 to 2016 California Health Interview Survey. Restricted cubic spline regression was used to determine non-linear trends.

RESULTS

A statistically significant nearly V-shaped curve was demonstrated between WWH and MHS in total population, men and management, business and finance occupations. WWH for the best MHS were 42, 45, and 46 hours, respectively.

CONCLUSION

These results suggest MHS be susceptible to WWH in total population, men and management, business and finance occupations. WWH for the best MHS for relevant populations could provide evidence for better work hours regulations in California.

Sense of coherence, occupational stressors, and mental health among Japanese high school teachers in Nagasaki prefecture: a multiple regression analysis

BACKGROUND

International research has indicated that teachers have an increased risk of mental disorders and work-related stress, compared with those working in other fields. In Japan, the deterioration of teachers' mental health has recently become a serious social issue. Teaching is a high-stress occupation, and job stress can affect teachers' physical and mental health. This study aimed to determine how sense of coherence, job satisfaction, and workplace social support contribute to the mental health status of public and private high school teachers in Nagasaki Prefecture, Japan.

METHODS

The analytic sample comprised 370 high school teachers from eight public and three private schools in Nagasaki Prefecture who answered an anonymous survey comprising the General Health Questionnaire (GHQ-12), which is a measure of mental health status, and questions regarding sociodemographic characteristics, occupational stressors, workplace social support systems, job satisfaction, and sense of coherence. A multiple regression analysis was conducted to identify the predictors of mental health.

RESULTS

The survey was sent to 681 people, of whom 370 responded and were included in the analysis (effective response rate: 54.3%). The analysis indicated that sense of coherence was the strongest predictor of mental health (β = -.391, p < .0001), followed by workload stressors (β = .260, p < .0001), low job control (β = .099, p = .021), and job satisfaction (β = -.088, p = .040).

CONCLUSION

The results suggest that a greater sense of coherence and job satisfaction are associated with greater mental health. Meanwhile, workload stressors and low job control undermined mental health status.

The necessity of targeted aptitude diagnostics for company founders: relationships between personality traits, perceived stress, satisfaction, and performance

In the course of a growing start-up market and strongly increasing investment volume, investors try to predict the success of a business as precisely as possible in advance. However, when assessing the personality of the founder or founding team, they still rely far too often on their gut feeling, thereby reducing the quality of their decisions. Our study therefore aimed at investigating whether there are any relationships between the founders' personality traits and their performance and thus justifying the need for more targeted and optimized diagnostics in the field of founder personality. With a total of 141 founders, clear correlations between personality traits (conscientiousness, emotional stability) and performance could be demonstrated in the present study. In addition, it became evident that perceived stress is also related to the founders’ personality (emotional stability negative, conscientiousness positive) and in turn has a negative effect on performance. Our findings contribute to raising awareness of the importance of personality as a predictor of founders' performance, improving decision-making, and, in the long run, replacing gut feeling as an inappropriate assessment criterion of investors.

Delivery of a Mental Health First Aid training package and staff peer support service in secondary schools: a process evaluation of uptake and fidelity of the WISE intervention

BACKGROUND

Improving children and young people's provision for mental health is a current health priority in England. Secondary school teachers have worse mental health outcomes than the general working population, which the Wellbeing in Secondary Education (WISE) cluster randomised controlled trial aimed to improve. The WISE intervention comprised a Mental Health First Aid (MHFA) training package delivered to at least 16% of staff, a short mental health awareness session to all teachers and development of a staff peer support service. Twenty-five schools were randomised to intervention or control arms. This paper reports findings regarding the extent of uptake and fidelity of the intervention.

METHODS

Mixed methods data collection comprised researcher observations of training delivery, training participant evaluation forms, trainer and peer supporter interviews, peer supporter feedback meetings, logs of support provided, and teacher questionnaires. Quantitative data were summarised descriptively, while thematic analysis was applied to the qualitative data.

RESULTS

In the 12 schools assigned to the intervention arm, 113 (8.6%) staff completed the 2-day standard MHFA training course, and a further 146 (11.1%) staff completed the 1-day MHFA for schools and colleges training. In seven (58.3%) schools, the required 8% of staff completed the MHFA training packages. A 1-h mental health awareness-raising session was attended by 666 (54.5%) staff. Delivery of the MHFA training package was achieved with high levels of fidelity and quality across schools. All schools set up the peer support service following training, with a majority adhering to most of the operational guidelines developed from the pilot study at the outset. Teachers reported limited use of the peer support service during follow-up. At the 1-year follow-up, only three (25.0%) schools indicated they had re-advertised the service and there was evidence of a reduction in support from senior leadership.

CONCLUSION

The MHFA training package was delivered with reasonably high fidelity, and a staff peer support service was established with general, but not complete, adherence to guidelines. In some schools, insufficient staff received MHFA training and levels of delivery of the peer support service compromised intervention dose and reach.

TRIAL REGISTRATION

ISRCTN 95909211 . Registered on 15 January 2016.