ArticleDiscover mental health2026
Socioemotional factors associated with teacher resilience in Colombian communities affected by armed conflict a cross-sectional study.
Article in Discover mental health, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
introductionMental health problems are increasingly prevalent among school-aged children and adolescents, underscoring the need for teacher-inclusive mental health interventions.
objectivesTo 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.
methodsA 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.
resultsThe 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.
conclusionsMental 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.
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