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This page is an AI-assisted Turkish summary of the study presented at the 26th World Congress of Psychiatry. The study belongs to the presenting authors; please refer to the original source when citing it.

EV0427

Educators’ satisfaction with the wellness4teachers psychological intervention program

EDUCATORS’ SATISFACTION WITH THE WELLNESS4TEACHERS, A PSYCHOLOGICAL INTERVENTION PROGRAM

Most educators who subscribed to the program found the daily supportive messages positive and empowering, reporting benefits in managing stress and anxiety and in their overall mental well-being.

The study aimed to evaluate the experiences and satisfaction of educators who participated in the Wellness4Teachers supportive text messaging program during the 2022/2023 school year. It used a mixed-methods cross-sectional design involving educators in Canada who voluntarily subscribed to the free program. Quantitative data were collected using a Likert-type satisfaction questionnaire covering multiple domains and analyzed using descriptive statistics; qualitative data were collected through open-ended questions and evaluated using content analysis. A total of 1,912 educators subscribed to the program, 810 completed the baseline survey, and a total of 413 surveys were completed across all time points; follow-up responses numbered 159 at 6 weeks, 119 at 3 months, and 135 at 6 months. Among participants (n = 413), 88.3% were women and 11.7% were men, with a mean age of 44.7 years. Their main roles included elementary, middle, and high school teachers, support staff, administrators, and other educators, and they came from the provinces of Alberta (75.3%), Newfoundland and Labrador (12.6%), and Nova Scotia (12.1%). At six months, the proportions of participants reporting positive effects were as follows: feeling connected to a support system, 74.4%; improvement in overall mental well-being, 73.6%; feeling hopeful about managing mental health problems, 72.2%; help with managing stress, 68.2%; and help with coping with anxiety, 63.1%. Of the participants, 95.4% found the messages always or often positive, and 93.3% found them always or often empowering. Qualitative themes indicated that the messages were uplifting, encouraging, and relatable; helped participants manage stressful and challenging days; fostered a sense of connection and community; and served as reminders of self-care and resilience. Suggestions for improvement included greater personalization and topic selection, delivery at preferred times, the addition of teaching-specific strategies, and interactive features and opportunities for feedback. The authors state that educators were highly satisfied with the program and that adding personalization and interactive features could further strengthen its ability to support educators’ psychological well-being.

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