The Mental Health of Chilean teachers in times of Forced Telework: how many, who and why are they in worse health?

IntroductionThe impact of the COVID-19 pandemic on education resulted in school closures and the forced implementation of virtual teaching and teleworking. This situation together with the diversity of social and economic contexts in schools, has emphasized inequality in access to quality education and increased stress and anxiety among teachers.ObjectivesThis study aims to explore the mental health of teachers forced to telework because of COVID-19 and analyze its relationship with sociodemographic, teacher-related and working conditions.MethodsThe sample was 278 Chilean classroom teachers who teleworked more than 50% during the 2020 academic year. The dependent variable was mental health measured through the General Health Questionnaire (GHQ-12). The independent variables were sociodemographic, teacher-related and work conditions. The internal structure of the mental health construct was evaluated using the Rasch model. Crude (cOR) and adjusted odds ratios (aOR) were estimated using logistic regression models. The analyzes were stratified by years of teaching experience and sex.ResultsA high prevalence of poor mental health was found in teachers (58%). Working in a private-subsidized school (aOR = 2.89;95% CI: 1.16 - 7.22), working two or more unpaid overtime hours (aOR = 2.25;95% CI: 1.11 - 4.59) and having sickness absence (aOR = 3.82;95% CI: 1.53 - 9.58) were associated with poor mental health. Working 35 hours or more weekly among less experienced teachers (6–10 years: aOR = 0.07;95% CI: 0.01 - 0.51) and being a tutor teacher among women (aOR = 0.48;95% CI: 0.23 - 1.0) had a protective effect on mental health.ConclusionThis study contributes to the recognition of a high prevalence of poor mental health among Chilean teachers and its associated contextual and labour factors. Need for actions to improve the working conditions of teachers who telework are guaranteed to improve their mental health.

Study of the use of a personalized peripheral sealing device on surgical face masks in high-risk situations against COVID-19.

A significant number of health care professionals subjected to high-risk situations have been infected by Covid-19 due to the lack of adequate protection equipment or the deficient safety margins that these present. The aim of this study was to investigate whether the use of a personal peripheral sealing device (PSD) on surgical face masks (SM) allows them to achieve double mask properties, by providing two-way protection to professionals or users. The proposed device is a thermoplastic resin ring composed of a reusable and biodegradable polylactic acid (PLA) designed to be used in a healthcare setting. Since it is a thermoplastic device, it can be molded and adapted to each individual, becoming personalized and ensuring a correct adjustment to the user's face. First, a qualitative fit test was performed using a saccharin solution (SS) to evaluate respiratory protective equipment in recruited professionals exposed to high-risk situations of infection by Covid-19. Individuals were divided into an intervention group, who used SM with the PSD, and a control group, who used SM without the PSD. In addition, a quantitative inward air leakage fit test was performed using a 2% sodium chloride (NaCl) aerosol in a sealed cabinet with probes sensitive to this substance, in order to validate the SM with the PSD as a Face Filtering Mask (FFP). Only 5% of the individuals who performed the qualitative fit test with the PSD perceived the sweet taste of the SS, while 100% of the individuals who performed the test without the PSD sensed it (p = 0.0001). In the quantitative fit test, the percentage of air leakage of 2% NaCl aerosol into the SM with the PSD was 6.5%, achieving the same range of air leakage as a FFP mask. Thus, the use of a personalized PLA thermoplastic PSD, together with an inexpensive and widely available SM, could have a significant impact in terms of preventive safety by providing bi-directional protection to its user.

Mental Health of Teachers Who Have Teleworked Due to COVID-19.

The impact of the COVID-19 pandemic on education included school closures and the implementation of virtual teaching and teleworking without the knowledge or resources needed to do so. This situation accentuated the inequality in accessing quality education and generated high rates of stress, anxiety, and general discomfort in teachers. This study aimed to explore the mental health of teachers who were forced to telework because of COVID-19, and to analyze the association with sociodemographic, teacher-related, and working conditions. The sample was 278 classroom teachers in Chile who teleworked more than 50% during the 2020 academic year. The participants were mostly women (82%) who entered the teaching profession at age 30 or younger (87%) and worked two or more unpaid overtime hours per day (67%). The dependent variable was mental health measured through the General Health Questionnaire (GHQ-12). The independent variables were sociodemographic, teacher-related, and work conditions. The internal structure of the mental health construct was evaluated using the Rasch model. Crude odds ratios (cORs) and adjusted odds ratios (aORs) were estimated using logistic regression models. A high rate of poor mental health was identified in teachers (58%). The variables associated with poor mental health were working in a private-subsidized school (aOR = 2.89; 95% CI: 1.16-7.22), working two or more unpaid overtime hours (aOR = 2.25; 95% CI: 1.11-4.59), and being absent due to sickness (aOR = 3.82; 95% CI: 1.53-9.58). These results provide evidence suggesting the need for actions to improve the working conditions of teachers who telework in order to improve their mental health, and thus have a positive impact on the entire educational community.