Review of Fostering Teachers’ Mental Health: Evidence from Theory, Research, and Practice by Dr. Valeria Cavioni
DOI:
https://doi.org/10.14507/er.v33.4335Biografia do Autor
Carrie M. Webster, Bloomington Career Academy
Carrie M. Webster is a doctoral student in teaching and learning at Illinois State University. Her current research focuses on the well-being of teachers with ADHD and the development of community within affinity groups. Carrie is a Family and Consumer Science Teacher at Bloomington (IL) Career Academy, where she instructs students from 17 different high schools in advanced culinary arts. Having pursued a non-traditional route into education, encompassing culinary school followed by two bachelor's degree programs, she has now accumulated 12 years of high school teaching experience. She completed her MS in teaching and learning from Illinois State in December.
Referências
Cavioni, V., Grazzani, I., & Ornaghi, V. (2020). Mental health promotion in schools: A comprehensive theoretical framework. International Journal of Emotional Education, 12(1), 65–82. https://doi.org/10.3389/fpsyg.2021.720628
Cavioni, V., Grazzani, I., Ornaghi, V., Agliati, A., Gandellini, S., Cefai, C., et al. (2023). A multi-component curriculum to promote teachers' mental health: Findings from the PROMEHS program. The International Journal of Emotional Education, 15(1), 34-52.
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom out-comes. Review of Educational Research, 79(1), 491–525. https://doi.org/10.3102/0034654308325693
Keyes, C. L. M. (2002). The mental health continuum: From languishing to flourishing in life. Journal of Health and Behavior Research, 43(2), 207–222. https://doi.org/10.2307/3090197
Mahoney, J. L., Weissberg, R. P., Greenberg, M. T., Dusenbury, L., Jagers, R. J., Niemi, K., Schlinger, M., Schlund, J., Shriver, T. P., VanAusdal, K., & Yoder, N. (2021). Systemic social and emotional learning: Promoting educational success for all preschool to high school students. American Psychologist, 76(7), 1128-1142. https://doi.org/10.1037/amp0000701
Mansfield, C. F., Beltman, S., Price, A., & McConney, A. (2012). “Don’t sweat the small stuff”: Understanding teacher resilience at the chalkface. Teaching and Teacher Education, 28(3), 357–367. https://doi.org/10.1016/j.tate.2011.11.001
Stamate, A.-N., Brunet, L., & Savoie, A. (2015). La compétence en emploi peut-elle prédire la santépsychologique des enseignants? [Can job competence predict the psychological health of teachers?]. Le travail humain, 4(78), 355–378.
Steiner, E. D., Levine, P. R., Doan, S., & Woo, A. (2025, June 24). Teacher well-being, pay, and intentions to leave in 2025: Findings from the state of the American teacher survey. RAND.
[Book reviewed] Cavioni, V. (2025). Fostering teachers’ mental health: Evidence from theory, research, and practice. Palgrave Macmillan.
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Copyright (c) 2026 Carrie M. Webster
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