D Titheradge1, R Hayes2, B Longdon2, K Allen2, A Price2, L Hansford2, E Nye3, O C Ukoumunne4, S Byford5, B Norwich6, M Fletcher2, S Logan4, T Ford2. 1. Child Mental Health, University of Exeter Medical School, Exeter, Devon, UK; 2gether NHS Foundation Trust, NHS Trust, Gloucester, UK. Electronic address: Daniel.Titheradge@nhs.net. 2. Child Mental Health, University of Exeter Medical School, Exeter, Devon, UK. 3. Department of Social Policy and Intervention, University of Oxford, Oxford, Oxfordshire, UK. 4. NIHR CLAHRC South West Peninsula (PenCLAHRC), St Luke's Campus, University of Exeter, Exeter, Devon, UK. 5. King's Health Economics, Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, UK. 6. Graduate School of Education, University of Exeter, Exeter, Devon, UK.
Abstract
OBJECTIVES: This analysis explored the level of psychological distress among primary school teachers in the South West of England as compared with clinical and general population samples. STUDY DESIGN: Secondary analysis of data from the Supporting Teachers and Children in Schools (STARS) trial completed by up to 90 teachers at baseline, 9, 18 and 30 months of follow-up. METHODS: We used the Everyday Feelings Questionnaire (EFQ) as a measure of psychological distress. Baseline data on teachers were compared with a population sample of professionals and a clinical sample of patients attending a depression clinic. RESULTS: Our teacher cohort experienced higher levels of psychological distress than comparable professionals from the general population, which were sustained over 30 months of follow-up. Levels of psychological distress were lower than those found in the clinical sample. Using a cut-point indicative of moderate depression, our data suggest that between 19% and 29% of teachers experienced clinically significant distress at each time-point. CONCLUSIONS: We detected high and sustained levels of psychological distress among primary school teachers, which suggests an urgent need for intervention. Effective support for teachers' mental health is particularly important given the potential impact of poor teacher mental health on pupil well-being, pupil attainment and teacher-pupil relationships. Crown
OBJECTIVES: This analysis explored the level of psychological distress among primary school teachers in the South West of England as compared with clinical and general population samples. STUDY DESIGN: Secondary analysis of data from the Supporting Teachers and Children in Schools (STARS) trial completed by up to 90 teachers at baseline, 9, 18 and 30 months of follow-up. METHODS: We used the Everyday Feelings Questionnaire (EFQ) as a measure of psychological distress. Baseline data on teachers were compared with a population sample of professionals and a clinical sample of patients attending a depression clinic. RESULTS: Our teacher cohort experienced higher levels of psychological distress than comparable professionals from the general population, which were sustained over 30 months of follow-up. Levels of psychological distress were lower than those found in the clinical sample. Using a cut-point indicative of moderate depression, our data suggest that between 19% and 29% of teachers experienced clinically significant distress at each time-point. CONCLUSIONS: We detected high and sustained levels of psychological distress among primary school teachers, which suggests an urgent need for intervention. Effective support for teachers' mental health is particularly important given the potential impact of poor teacher mental health on pupil well-being, pupil attainment and teacher-pupil relationships. Crown
Authors: A T Olagunju; M A Akinola; B Fadipe; O O Jagun; T O Olagunju; O O Akinola; O P Ogunnubi; O J Olusile; O Y Oluyemi; G A Chaimowitz Journal: J Autism Dev Disord Date: 2021-04
Authors: Eyuche Lawretta Ozoemena; Olaoluwa Samson Agbaje; Levi Ogundu; Amaka Harry Ononuju; Prince Christian Iheanachor Umoke; Cylia Nkechi Iweama; George Usman Kato; Augustina Chikaodili Isabu; Akor John Obute Journal: BMC Public Health Date: 2021-12-30 Impact factor: 3.295