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This chapter examines the implementation and impact of two European programmes—Promoting Mental Health at Schools (PROMEHSPROMEHS) and Teaching to BeTeaching to Be (T2Be)—designed to enhance teacher well-beingteacher well-being and social-emotional competence. While school-based interventions on teacher mental healthteacher mental health have traditionally focused on reducing stressstress and burnoutburnout, the whole-school approach has gained increasing recognition as a more sustainable framework for integrating mental health promotion into education. The chapter underscores the importance of embedding teacher well-being initiatives within broader educational policies, ensuring sustainability and systemic impact.

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Advancing Teacher Mental Health: Case Studies of Good Practice

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  • 发表日期：

    2025年

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  • Valeria Cavioni

摘要

This chapter examines the implementation and impact of two European programmes—Promoting Mental Health at Schools (PROMEHSPROMEHS) and Teaching to BeTeaching to Be (T2Be)—designed to enhance teacher well-beingteacher well-being and social-emotional competence. While school-based interventions on teacher mental healthteacher mental health have traditionally focused on reducing stressstress and burnoutburnout, the whole-school approach has gained increasing recognition as a more sustainable framework for integrating mental health promotion into education. The chapter underscores the importance of embedding teacher well-being initiatives within broader educational policies, ensuring sustainability and systemic impact.