دورية أكاديمية
أعرض في EDS

Prevalence of anxiety, depression, and stress among teachers during the COVID-19 pandemic: A PRISMA-compliant systematic review.

التفاصيل البيبلوغرافية
العنوان: Prevalence of anxiety, depression, and stress among teachers during the COVID-19 pandemic: A PRISMA-compliant systematic review.
المؤلفون: Silva DFO; Postgraduate Program in Collective Health, Federal University of Rio Grande do Norte-UFRN, Natal, Brazil., Cobucci RN; Graduate Program in Biotechnology and Medical School, Potiguar University-UnP, Natal, Brazil., Lima SCVC; Department of Nutrition, Federal University of Rio Grande do Norte-UFRN, Natal, Brazil., de Andrade FB; Postgraduate Program in Collective Health, Federal University of Rio Grande do Norte-UFRN, Natal, Brazil.
المصدر: Medicine [Medicine (Baltimore)] 2021 Nov 05; Vol. 100 (44), pp. e27684.
نوع المنشور: Journal Article; Systematic Review
اللغة: English
بيانات الدورية: Publisher: Lippincott Williams & Wilkins Country of Publication: United States NLM ID: 2985248R Publication Model: Print Cited Medium: Internet ISSN: 1536-5964 (Electronic) Linking ISSN: 00257974 NLM ISO Abbreviation: Medicine (Baltimore) Subsets: MEDLINE
أسماء مطبوعة: Original Publication: Hagerstown, Md : Lippincott Williams & Wilkins
مواضيع طبية MeSH: Anxiety*/epidemiology , COVID-19*/psychology , Depression*/epidemiology , Pandemics*, School Teachers/*psychology, Adult ; Cross-Sectional Studies ; Female ; Humans ; Male ; Middle Aged ; Occupational Stress/epidemiology ; Prevalence
مستخلص: Background: Identifying the prevalence of anxiety, depression, and stress among teachers during the COVID-19 pandemic.
Methods: Systematic review of original studies published in any language. Protocol published in PROSPERO under number CRD42021240543. The search was carried out in the Web of Science, PsycINFO, Pubmed, Embase, LILACS, and SciELO databases, using the descriptors: anxiety, depression, stress, teacher, faculty, COVID-19, and their synonyms. Narrative synthesis was carried out in line with the synthesis without meta-analysis in systematic reviews.
Results: Of the 1372 records identified, 6 studies, all cross-sectional, were included in the review. The studies were carried out in China, Brazil, the United States of America, India, and Spain. Five studies included more women than men. The participants were aged from 24 to 60 years. Three studies included only school teachers, 2 included schools and universities teachers, and 1 only university teachers. Of the 5 studies, all dealt with remote activities and only 1 included teachers who returned to face-to-face classes 1 to 2 weeks ago. The prevalence of anxiety ranged from 10% to 49.4%, and depression from 15.9% to 28.9%, being considerably higher in studies with teachers who worked in schools. The prevalence of stress ranged from 12.6% to 50.6%.
Conclusion: The prevalence of anxiety, depression, and stress was high among teachers during the pandemic, with great variation between studies. Anxiety and stress were more prevalent in the Spanish study. The results show the need for measures for the care of teachers' mental health, especially when returning to face-to-face classes.
Competing Interests: The authors have no conflicts of interest to disclose.
(Copyright © 2021 the Author(s). Published by Wolters Kluwer Health, Inc.)
References: Aquino EM, Silveira IH, Pescarini JM, et al. Social distancing measures to control the COVID-19 pandemic: potential impacts and challenges in Brazil. Cien Saude Colet 2020;25:2423–46.
Viner RM, Russell SJ, Croker H, et al. School closure and management practices during coronavirus outbreaks including COVID-19: a rapid systematic review. Lancet Child Adolesc Health 2020;4:397–404.
Van Lancker W, Parolin Z. COVID-19, school closures, and child poverty: a social crisis in the making. Lancet Public Health 2020;5:e243–4.
UNESCO. School closures caused by Coronavirus 2019. Available at: https://en.unesco.org/covid19/educationresponse . Assessed March 30, 2021.
Hodges C, Moore S, Lockee B, Trust T, Bond A. The difference between emergency remote teaching and online learning. Educause Rev 2020;27:01–12.
Dietrich N, Kentheswaran K, Ahmadi A, et al. Attempts, successes, and failures of distance learning in the time of COVID-19. J Chem Educ 2020;97:2448–57.
Almeida RPB, Lemos EC, Almeida LMG. A elaboração de material didático para a educação a distância, da teoria a prática: um relato de experiência do ensino da produção de objetos virtuais de aprendizagem. Br J Dev 2021;7:105–16.
Popa D, Repanovici A, Lupu D, Norel M, Coman C. Using mixed methods to understand teaching and learning in COVID 19 times. Sustainability 2020;12:8726.
Khalili H. Online interprofessional education during and post the COVID-19 pandemic: a commentary. J Interprof Care 2020;34:687–90.
Walters A. Inequities in access to education: lessons from the COVID-19 pandemic. Brown Univ Child Adolesc Behav Lett 2020;36:08–18.
Bacher-Hicks A, Goodman J, Mulhern C. Inequality in household adaptation to schooling shocks: COVID-induced online learning engagement in real time. J Public Econ 2021;193:104345.
Cruz RM, Rocha RER, Andreoni S, et al. Returning to work? Mental health indicators of the teachers during the COVID-19 pandemic. Rev Polyphonía 2020;31:325–44.
Ozamiz-Etxebarria N, Santamaría MD, Mondragon NI, Santxo NB. Emotional state of school and university teachers in northern Spain in the face of COVID-19. Rev Esp Salud Publica 2021;95:e202102030.
Page MJ, McKenzie JE, Bossuyt PM, et al. The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. PLoS Med 2021;18:e1003583.
The modified Newcastle Ottawa scale for cross sectional studies. Available at: http://journals.plos.org/plosone/article/file?id=info%3Adoi/10.1371/journal.pone.0136065.s004&type=supplementary . Assessed January 10, 2021.
Campbell M, McKenzie JE, Sowden A, et al. Synthesis without meta-analysis (SWiM) in systematic reviews: reporting guideline. BMJ 2020;368:l6890.
Li Q, Miao Y, Zeng X, Tarimo CS, Wu C, Wu J. Prevalence and factors for anxiety during the coronavirus disease 2019 (COVID-19) epidemic among the teachers in China. J Affect Disord 2020;277:153–8.
Zhao Y, Guo Y, Xiao Y, et al. The effects of online homeschooling on children, parents, and teachers of grades 1-9 during the COVID-19 pandemic. Med Sci Monit 2020;26:e925591–601.
Evanoff BA, Strickland JR, Dale AM, et al. Work-related and personal factors associated with mental well-being during the COVID-19 response: survey of health care and other workers. J Med Internet Res 2020;22:e21366.
Godbole M, Ban DD, Subramanian AA. A cross sectional study to assess the prevalence of anxiety and perception of e-learning among school teachers. Indian J Public Health Res Dev 2021;12:204–8.
Ziauddeen N, Woods-Townsend K, Saxena S, Gilbert R, Alwan NA. Schools and COVID-19: reopening Pandora's Box? Public Health Pract (Oxf) 2020;1:100039.
Melnick H, Darling-Hammond L, Leung M, et al. Reopening Schools in the Context of COVID-19: Health and Safety Guidelines from Other Countries; Learning Policy Institute: Palo Alto, CA, USA, 2020. Available at: https://files.eric.ed.gov/fulltext/ED606555.pdf . Assessed March 30, 2021.
Claudio L, Rivera GA, Ramirez OF. Association between markers of classroom environmental conditions and teachers’ respiratory health. J Sch Health 2016;86:444–51.
Mota Júnior RJ, Oliveira RAR, Resende MFF, Lima LM, Franceschin SCC, Marins JCB. Obesity and association of anthropometric indicators with risk factors in teachers. RBCDH 2017;19:720–9.
Delfino LD, Tebar WR, Tebar FCSG, et al. Association between sedentary behavior, obesity and hypertension in public school teachers. Ind Health 2020;58:345–53.
Zheng Z, Peng F, Xu B, et al. Risk factors of critical & mortal COVID-19 cases: a systematic literature review and meta-analysis. J Infect 2020;81:e16–25.
Li Q, Tarimo CS, Miao Y, Zeng X, Wu C, Wu J. Effects of mask wearing on anxiety of teachers affected by COVID-19: a large cross-sectional study in China. J Affect Disord 2021;281:574–80.
Nabe-Nielsen K, Fuglsang NV, Larsen I, Nilsson CJ. COVID-19 risk management and emotional reactions to COVID-19 among school teachers in Denmark: results from the CLASS study. J Occup Environ 2021;63:357–62.
Hall T, Connolly C, Grádaigh SÓ, et al. Education in precarious times: a comparative study across six countries to identify design priorities for mobile learning in a pandemic. Inform Learn Sci 2020;121:433–42.
Whalen J. Should teachers be trained in emergency remote teaching? Lessons learned from the COVID-19 pandemic. J Technol Teach Educ 2020;28:189–99.
Ali W. Online and remote learning in higher education institutes: a necessity in light of COVID-19 pandemic. Higher Educ Stud 2020;10:16–25.
Garbe A, Ogurlu U, Logan N, Cook P. Parents’ experiences with remote education during COVID-19 school closures. Am J Qual Res 2020;4:45–65.
Brom C, Lukavský J, Greger D, Hannemann T, Straková J, Švaříček R. Mandatory home education during the COVID-19 lockdown in the Czech Republic: a rapid survey of 1st-9th graders’ parents. Front Educ 2020;5:103.
Medeiros M, Souza PHGFD, Castro FÁD. The stability of income inequality in Brazil, 2006-2012: an estimate using income tax data and household surveys. Cien Saude Colet 2015;20:971–86.
Hill TD, Jorgenson A. Bring out your dead!: a study of income inequality and life expectancy in the United States, 2000-2010. Health Place 2018;49:01–6.
Patel V, Burns JK, Dhingra M, Tarver L, Kohrt BA, Lund C. Income inequality and depression: a systematic review and meta-analysis of the association and a scoping review of mechanisms. World Psychiatry 2018;17:76–89.
Carvalho MRV. Perfil do professor da educação básica. Brasília, DF: Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira, 2018. Available at: http://portal.inep.gov.br/informacao-da-publicacao/-/asset_publisher/6JYIsGMAMkW1/document/id/1473981 . Assessed March 30, 2021.
INEP – Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira. Resumo técnico do Censo da Educação Superior 2018. Available at: http://portal.inep.gov.br/web/guest/sinopses-estatisticas-da-educacao-superior . Assessed March 30, 2021.
US Department of Education. Digest of Educational Statistics. Available at: https://nces.ed.gov/programs/digest/d19/tables/dt19_209.20.asp . Assessed March 30, 2021.
DATAUSA. Postsecondary teachers. Available at: https://datausa.io/profile/soc/postsecondary-teachers#education . Assessed March 30, 2021.
Bjelland I, Krokstad S, Mykletun A, et al. Does a higher educational level protect against anxiety and depression? The HUNT study. Soc Sci Med 2008;66:1334–45.
Freeman A, Tyrovolas S, Koyanagi A, et al. The role of socio-economic status in depression: results from the COURAGE (aging survey in Europe). BMC Public Health 2016;16:01–8.
Maeng LY, Milad MR. Sex differences in anxiety disorders: interactions between fear, stress, and gonadal hormones. Horm Behav 2015;76:106–17.
Altemus M, Sarvaiya N, Epperson CN. Sex differences in anxiety and depression clinical perspectives. Front Neuroendocrinol 2014;35:320–30.
Hupkau C, Petrongolo B. Work, care and gender during the COVID-19 crisis. Fisc Stud 2020;41:623–51.
Gabster BP, van Daalen K, Dhatt R, Barry M. Challenges for the female academic during the COVID-19 pandemic. Lancet 2020;395:1968–70.
Solomou I, Constantinidou F. Prevalence and predictors of anxiety and depression symptoms during the COVID-19 pandemic and compliance with precautionary measures: age and sex matter. Int J Environ Res Public Health 2020;17:4924.
Birditt KS, Fingerman KL, Almeida DM. Age differences in exposure and reactions to interpersonal tensions: a daily diary study. Psychol Aging 2005;20:330–40.
معلومات مُعتمدة: NA CAPES
تواريخ الأحداث: Date Created: 20211206 Date Completed: 20220103 Latest Revision: 20230103
رمز التحديث: 20240628
مُعرف محوري في PubMed: PMC8568426
DOI: 10.1097/MD.0000000000027684
PMID: 34871251
قاعدة البيانات: MEDLINE
الوصف
تدمد:1536-5964
DOI:10.1097/MD.0000000000027684