Teachers’ emotional well-being during the SARS-CoV-2 pandemic with long school closures: A large-scale cross-sectional survey in Northern Italy

Psychometric evaluation of the Brief Resilient Coping Scale (BRCS) over the course of the pandemic in a large German general population sample

BACKGROUND

The Brief Resilience Coping Scale (BRCS) is a brief instrument suitable for epidemiological studies. The aims of this paper were to analyze changes in BRCS depending on time, sex, age group, relationship status, as well as risk of poverty, to test the psychometric properties including test-retest reliability and measurement invariance, and to determine associations with psychosocial stress, depressiveness, anxiety, social support, as well as subjective mental and physical health. As the data from this study was collected during the pandemic, an additional sensitivity analysis was performed with pre-pandemic data.

METHODS

A longitudinal study of resilience and distress in a large-sized community sample was performed at one pre-pandemic (T0) and three pandemic time points (T1-3). Resilient coping was assessed by the 4-Item short form of the BRCS, distress by the PHQ-9 and GAD-2.

RESULTS

BRCS decreased between the first and the second and increased at the third pandemic time point. The scale had a good internal consistency. Test-retest correlation coefficients ranged from 0.527 to 0.589. Higher resilient coping was found in younger participants, participants not at-risk-of-poverty and in males. Stability was higher in those with a partner, and at-risk-of-poverty. Significant negative associations with psychosocial stress, loneliness, depressiveness, anxiety, social support, as well as subjective and physical health and SES underscored the construct validity.

CONCLUSION

Overall, findings underscore that resilient coping is a dynamic construct with considerable stability. The scale showed good psychometric properties including test-retest reliability over four months to two years. We found that it is not only important to describe the level of resilient coping, but also its stability.

TikTok for language teachers: Affordances of TikTok on teachers' identity and emotional vulnerability

This qualitative study examines how five secondary school TESOL teachers in Thailand use TikTok to express their emotions and shape their professional identities. The research uses semi-structured interviews and thematic analysis to explore the platform's role as an emotional outlet and a medium for enhancing teacher-student relationships. Findings indicate that TikTok helps teachers manage work-related stress and allows them to present authentic selves, facilitating deeper connections with students. This interaction further informs their pedagogical practices and supports their professional identity development. The study suggests that TikTok's ability to bridge emotional expression with professional engagement offers valuable insights for integrating social media into educational frameworks. Recommendations are provided for leveraging these platforms to enhance teachers' well-being and instructional strategies, highlighting the need for further research with a broader sample. This study demonstrates the potential of social media to impact teaching dynamics and professional growth.

Integrating a Strategic Framework to Improve Health Education in Schools in South Tyrol, Italy

This narrative review addresses the integration of health education into school curricula in South Tyrol, an Italian province with significant cultural and linguistic diversity. This review's objective is to analyze current health education initiatives and propose a strategic framework to enhance school-based health education, aiming to improve student well-being post-pandemic. The review synthesizes global examples and recent local studies, highlighting the importance of comprehensive teacher training, mindfulness-based interventions, culturally sensitive health education, and community engagement. The key findings indicate that current health education programs in South Tyrol are insufficient to meet immediate public health needs, such as low vaccine uptake and mental health challenges exacerbated by the COVID-19 pandemic. The proposed strategic framework seeks to align educational strategies with the diverse needs of South Tyrol's student population, thereby improving health literacy and behavior and strengthening the region's public health infrastructure.

Évaluation de la structure factorielle et des qualités psychométriques de l'Échelle de Fatigue Pandémique parmi la population adulte québécoise: Evaluation of the factorial structure and psychometric qualities of the Pandemic Fatigue Scale among Quebec adult population

OBJECTIVE

The objective of the study is to evaluate the factorial structure and the psychometric qualities of the Pandemic Fatigue Scale among the Quebec adult population.

METHOD

The data analyzed come from a web survey conducted in October 2021 among 10 368 adults residing in Quebec. The scale's factor structure and invariance by gender, age and language used to complete the questionnaire were tested using confirmatory factor analyses. Convergent and divergent validity were also assessed. Finally, the reliability of the scale was estimated from the alpha and omega coefficients.

RESULTS

The analyzes suggest the presence of a bidimensional structure in the sample of Quebec adults with informational fatigue and behavioral fatigue. The invariance of the measure is noted for sex, for age subgroups and for the language used for the questionnaire. The results of convergent and divergent validity provide additional evidence for the validity of the scale. Finally, the reliability of the scale scores is excellent.

CONCLUSION

The results support the presence of a bidimensional structure as in the initial work of Lilleholt et al. They also confirm that the scale has good psychometric qualities and that it can be used among the adult population of Quebec.

Relationship between Lifestyle Determinants and Perceived Mental and Physical Health in Italian Nursery and Primary School Teachers after the COVID-19 Lockdown

The COVID-19 lockdown and the consequent distance school learning made epochal changes in children's lifestyles; however, little is known about the lockdown effects on school teacher habits. The aim of this observational study is to examine differences in the lifestyle of nursery (NS) and primary (PS) school teachers after one of the COVID-19 lockdowns and investigate the relationship between perceived physical/mental health and demographics, weight status and lifestyle determinants, such as adherence to the Mediterranean Diet (MD) and physical activity level (PAL). A total sample of 265 participants (49.22 ± 6.95 years) filled out an online information questionnaire and standardized questionnaires to collect data on the Physical Component Summary (PCS), Mental Component Summary (MCS), PAL and MD-adherence. A t-test or ANOVA analysis was used to assess differences between quantitative variables: Mann-Whitney U or Kruskal-Wallis tests for qualitative variables. Spearman's correlations and multinomial logistic regression analyses were performed to identify categorical factors associated with classes of PCS and MCS. Teachers showed sufficient/high PAL, with a significantly higher level in the PS group (p < 0.05). This last showed a higher PCS score (p < 0.05). No differences between groups were found for MD-adherence, which was moderate/fair in both groups, and MCS, which was sufficient/good. Logistic regression showed that the only positive predictor of a high PCS was being physically active (OR 2.10, 95%CI 1.05-4.2, p < 0.05), while MCS was positively associated with normal weight status (OR 0.48, 95%CI 0.33-0.78, p = 0.020). This study highlights that PS teachers are more active than the NS group and perceive a higher physical health level. Mere predictors of physical and mental well-being are PA practice and being normal weight, respectively. This suggests that interventions to improve perceived health in this work category should be focused on the promotion of physical activity practice and on the maintenance of an optimal weight status.

Pandemic fatigue and depressive symptoms among college students in the COVID-19 context: indirect effects through sense of control and intolerance of uncertainty

Pandemic fatigue, the state of weariness, exhaustion, and demotivation to engage in protective behaviors during the coronavirus disease 2019 (COVID-19) pandemic, have been linked with depressive symptoms. However, the mechanism underlying this association remains unclear. Based on the stress process model, the present study examined the indirect effects of pandemic fatigue on depressive symptoms through the indirect roles of sense of control and intolerance of uncertainty. Data were collected from 1,162 Chinese undergraduate and postgraduate students (Mage = 21.61 years old, SD = 2.81, 64.29% women) through electronic questionnaires. The pandemic fatigue scale, the personal mastery scale, the short version of the Intolerance of Uncertainty Scale, and the Depression subscale of the Depression-Anxiety-Stress Scales were employed. Indirect effects were analyzed using structural equation modeling. The results revealed that pandemic fatigue related to COVID-19 was positively associated with depressive symptoms through (a) sense of control; (b) intolerance of uncertainty; and (c) a sequential pathway from sense of control to intolerance of uncertainty. The findings expand the application of the stress process model to the context of COVID-19 and deepen the understanding of pandemic fatigue-depressive symptoms link with considering the indirect roles of sense of control and intolerance of uncertainty. Psychological distress in the context of COVID-19 could be alleviated by the interventions on strengthening sense of control and tolerance of uncertainty and lessening the adverse effects of pandemic fatigue.

Association Between Pandemic Fatigue and Subjective Well-Being: The Indirect Role of Emotional Distress and Moderating Role of Self-Compassion

Objectives: As a stressor in the context of COVID-19 pandemic fatigue is associated with well-being. However, how pandemic fatigue is associated with well-being and what protective factors buffer this negative effect are under investigated. Based on the stress process model and emotion regulation theory, the study examined the indirect effect of pandemic fatigue on subjective well-being through emotional distress and the buffering effect of self-compassion. Methods: Data were collected from 1,162 university students (M _age = 21.61 ± 2.81, female 35.71%) through an online survey. Indirect effect analysis and conditional process analysis were conducted by the SPSS macro PROCESS. Results: Indirect effect of pandemic fatigue on subjective well-being through emotional distress was identified and self-compassion moderated the association between pandemic fatigue and emotional distress. The indirect effect of pandemic fatigue was weaker among participants with high levels of self-compassion than among those with low levels of self-compassion. Conclusion: Pandemic fatigue was negatively associated with subjective well-being through emotional distress at all levels of self-compassion. The findings deepen our understanding of the link between pandemic fatigue and well-being while considering the indirect role of emotional distress and protective function of self-compassion.

Fortifying the Foundations: A Comprehensive Approach to Enhancing Mental Health Support in Educational Policies Amidst Crises

In recent times, global crises such as the COVID-19 pandemic, climate change, and geopolitical conflicts have significantly impacted pupils' mental health. This opinion article presents evidence-based recommendations to bolster mental health support within educational systems, aiming to alleviate the psychological burden faced by students during these challenging times. This article argues that a proactive, holistic approach to mental health is essential for building a resilient educational infrastructure. More than ever, we support the call for the integration of mental health education into the core curriculum, equipping students with vital coping skills and fostering emotional intelligence. Additionally, we emphasize the importance of training educators and staff to identify and address mental health issues. Furthermore, this article highlights the need for interdisciplinary collaboration involving general practitioners, mental health professionals, community organizations, and policymakers in crafting and implementing support strategies. Educational institutions can effectively leverage the expertise of diverse stakeholders to create targeted interventions by cultivating partnerships. Finally, the significance of continuously evaluating and refining mental health support policies to ensure their efficacy and adaptability in the face of evolving crises is emphasized. Through these comprehensive recommendations, this opinion article seeks to catalyze a transformation in educational policies, prioritize mental health support, and empower pupils to thrive during tumultuous times.

Back to School: Italian Teachers' Perceptions of the Impact of COVID-19 on Personal and Social Well-Being and Teaching Methods

During the COVID-19 pandemic, continuous closing and reopening of schools may have had an impact on teachers' perception of the risk of contracting SARS-CoV-2 and of the effectiveness of health measures introduced to limit the spread of the virus, with consequences on teaching methods and relational bonds within schools. By means of an online survey, we measured: teachers' stress, job-satisfaction, self-efficacy and emotions at work, risk-perception of contracting SARS-CoV-2, perception of effectiveness of health measures, teaching methods and social relationships. Participants were 2446 teachers (2142 women and 304 men) all engaged in the four educational stages. Most of the respondents were aged 50 or older (45%), followed by a group aged 41-50 (31%) and by a group aged <40 (24%). We used path analysis to test the impact that COVID-19 had, according to teachers, on teaching methods (Model 1) and social relationships (Model 2). In both models, teachers' stress was positively directly associated with risk-perception of contracting SARS-CoV-2 (Model 1: β = 0.10; p < 0.001; Model 2: β = 0.09; p < 0.001). Additionally, we found an indirect path between teachers' stress and risk-perception of contracting SARS-CoV-2 on the one hand, and perception of effectiveness of health measures on the other hand (Model 1: β = 0.02; p < 0.001; Model 2: β = 0.02; p < 0.001). These results suggest that, in emergencies, risk perception level, emotional regulation, and teachers' stress levels were all key factors affecting teaching methods and relationship quality in schools.