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Introduction <p>Mental health problems are increasingly prevalent among school-aged children and adolescents, underscoring the need for teacher-inclusive mental health interventions.</p> Objectives <p>To examine the association between sociodemographic and socioemotional factors and resilience among teachers, prior to their participation in a school-based intervention aimed at strengthening socioemotional competencies.</p> Methods <p>A cross-sectional analytical study was conducted among 693 teachers from 56 public schools in Amazonas, Boyacá, and Vaupés, Colombia. Teachers completed standardized instruments including the Connor-Davidson Resilience Scale (CD-RISC), Compassion Scale (ECOM), and Prosocial Personality Battery (PSB), along with mental health screeners for anxiety (HARS), depression (Whooley), and PTSD (PCL-C). Descriptive statistics, bivariate analyses, and multivariate linear regressions were used to assess associations between socioemotional factors and resilience scores.</p> Results <p>The mean age was 47.13 years (SD = 9.91); most were female (65.95%). Median resilience score was 76 (IQR = 69–86). Teachers from Vaupés showed higher resilience, while those from Boyacá had lower scores. Higher compassion (ECOM: β = 0.23; 95% CI: 0.10–0.36) and prosociality scores (PSB: β = 0.43; 95% CI: 0.31–0.54) were independently associated with increased resilience. Conversely, higher anxiety levels (HARS: β = −0.22; 95% CI: −0.39 to − 0.06) and a positive depression screen (Whooley: β = −2.46; 95% CI: −5.18 to 0.25) were associated with lower resilience scores. Age and sex were not independently associated with resilience in the adjusted model.</p> Conclusions <p>Mental health programs in school settings should prioritize teacher well-being as a central component for promoting student mental health outcomes. Findings underscore the relevance of addressing socioemotional skills and resilience in educators, particularly in contexts affected by armed conflict.</p>

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Socioemotional factors associated with teacher resilience in Colombian communities affected by armed conflict a cross-sectional study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月22日

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  • Lina María González-Ballesteros,
  • Camila Andrea Castellanos-Roncancio,
  • Oscar Eduardo Gómez Cardenas,
  • Jennifer Clavijo-Marín,
  • Luis Eduardo Mojica Ospina,
  • Luis Alberto López-Romero

摘要

Introduction

Mental health problems are increasingly prevalent among school-aged children and adolescents, underscoring the need for teacher-inclusive mental health interventions.

Objectives

To examine the association between sociodemographic and socioemotional factors and resilience among teachers, prior to their participation in a school-based intervention aimed at strengthening socioemotional competencies.

Methods

A cross-sectional analytical study was conducted among 693 teachers from 56 public schools in Amazonas, Boyacá, and Vaupés, Colombia. Teachers completed standardized instruments including the Connor-Davidson Resilience Scale (CD-RISC), Compassion Scale (ECOM), and Prosocial Personality Battery (PSB), along with mental health screeners for anxiety (HARS), depression (Whooley), and PTSD (PCL-C). Descriptive statistics, bivariate analyses, and multivariate linear regressions were used to assess associations between socioemotional factors and resilience scores.

Results

The mean age was 47.13 years (SD = 9.91); most were female (65.95%). Median resilience score was 76 (IQR = 69–86). Teachers from Vaupés showed higher resilience, while those from Boyacá had lower scores. Higher compassion (ECOM: β = 0.23; 95% CI: 0.10–0.36) and prosociality scores (PSB: β = 0.43; 95% CI: 0.31–0.54) were independently associated with increased resilience. Conversely, higher anxiety levels (HARS: β = −0.22; 95% CI: −0.39 to − 0.06) and a positive depression screen (Whooley: β = −2.46; 95% CI: −5.18 to 0.25) were associated with lower resilience scores. Age and sex were not independently associated with resilience in the adjusted model.

Conclusions

Mental health programs in school settings should prioritize teacher well-being as a central component for promoting student mental health outcomes. Findings underscore the relevance of addressing socioemotional skills and resilience in educators, particularly in contexts affected by armed conflict.