The emotional state of young people in northern Spain after one year and a half of the COVID-19 pandemic.

Background and objectives: Since the beginning of the COVID-19 pandemic, the young population has been suffering from an accumulation of psychological symptoms in northern Spain. The main objectives of this study were (1) to assess whether psychological symptoms persisted after one year and a half of the COVID-19 pandemic in northern Spain sample of young people, and (2) to analyze whether pandemic-specific variables (having a chronic illness, living with a person who has a chronic illness, having been infected with COVID-19, having a close person who has died or believing that people are respecting the measures imposed) are related to psychological symptomatology. Methods: Symptoms of stress, anxiety, and depression were measured using the Depression and Stress Anxiety Scale-21 (DASS-21). An ad hoc online questionnaire was used to collect socio-demographical information related to chronic illnesses of the participants, living with a chronically ill person, contact with a person diagnosed with COVID-19, having people close to them who have died of COVID-19, and their perception of whether or not people respect the health measures. Results: Young people have suffered higher stress, anxiety, and depression levels than at the beginning of the pandemic. Conclusions: The present study highlights the importance of addressing young people's mental health, and ensure that future adults emerge from the COVID-19 pandemic in a psychologically strong state.

How are children coping with COVID-19 health crisis? Analysing their representations of lockdown through drawings.

Spain is one of the European countries most affected of COVID-19, and also the one with the most stringent restrictions for children. This study aims to explore how COVID-19 lockdown affects children by analysing 151 drawings from children in lockdown. Findings were represented in four main categories: (1) Activities; (2) Emotions; (3) Socialization; and (4) Academic. The results indicate the need to manage the lockdown situation taking into account also children's voices and by placing greater emphasis on social and inclusive policies to help alleviate the possible effects of the pandemic and the lockdown on them.

Exploring the social and emotional representations used by students from the University of the Basque Country to face the first outbreak of COVID-19 pandemic.

In 2020, COVID-19, a new emerging infectious disease (EID), was spread throughout the world, including Europe. Spain, in particular, witnessed a significant outbreak of the pandemic. In consequence, all classes were cancelled and the Government declared a state of emergency, ordering the lockdown of the entire population from March to May. The aim of this research is to explore the impact of the COVID-19 outbreak on the representations of young university students from the University of the Basque Country and their emotional response when the crisis started. A free-association exercise was completed by 503 students from the University of the Basque Country (UPV/EHU) (Northern Spain). To analyze the content, the Reinert method was used with the Iramuteq software for lexical analysis. The results showed that students placed COVID-19 at a distance from the self, pointing out issues related to social response and disinformation, while showing concerns for self-related issues that are linked to negative emotions, academic consequences, and potentially close victims. The students' concerns were categorized at four main levels: the communicative-informative level, health-emotional level, community-social level, and academic level. All of this has created overwhelming feelings of nervousness, along with anger and emotional fatigue. These results indicate the necessity for universities to work from a holistic standpoint, not only in terms of responding to academic needs but also from psychological, communicative, social, health, and well-being perspectives.

Prevalence of depression among medical students during the COVID-19 pandemic. A systematic review and meta-analysis.

BACKGROUND: Medical students frequently have depressive symptoms. Thus, the psychological impact of COVID-19 on them should be high. AIM: To conduct a systematic review and meta-analysis on the prevalence of depression in medical students during the COVID-19 pandemic. MATERIAL AND METHODS: MEDLINE via PubMed, Embase and Web of Science were searched for studies reporting the prevalence of depression in medical students, published from December 1, 2019 to December 27, 2020. RESULTS: Eleven studies were included, most of them from Asia. The estimated overall prevalence of depression in medical students was 31% (95% CI: 23%-40%), with lower prevalence rates reported in studies from Asia in general, and China in particular. CONCLUSIONS: Our findings indicate that the proportion of medical students with depression during the pandemic was high, and comparable with that reported in other university students.

The Well-being of children in lock-down: Physical, emotional, social and academic impact.

The Covid-19 pandemic is having an unprecedented impact on societies. In the interest of maintaining social distancing, schools in many countries have closed their doors and children have been confined to their homes. Thus, the objective of the present study was to holistically analyze the well-being of children during a period of full lockdown in Spain, by considering physical, emotional, social, and academic indicators. The scale "Well-being of Children in Lockdown" (WCL) was used to measure the well-being of 1225 children from 2 to 12 years old from Northern Spain. The survey was completed by the parents and was designed to analyze children's well-being in terms of physical, emotional, social and academic aspects. The results suggest that the general well-being of children during lockdown was at an intermediate level. Analysis of the various measures of well-being revealed that the lowest levels were obtained for physical activity, along with creative and playful activities. Girls, younger children, and those who have access to an outdoor space showed the greatest levels of well-being. Finally, we discuss the implications of these findings for the well-being of children and, in particular, how this can be improved amid the current Covid-19 crisis.

Systematic Review of the Evaluation of Foster Care Programs.

OBJETIVE: The aim of this study was to conduct an exhaustive synthesis to determine which instruments and variables are most appropriate to evaluate foster care programs (foster, kinship, and professional families). This evaluation includes the children, their foster families, their families of origin, professionals, and foster care technicians. METHOD: The systematic review included randomized, quasi-randomized, longitudinal, and control group studies aimed at evaluating foster care interventions. RESULTS: A total of 86 studies, 138 assessment instruments, 18 constructs, and 73 independent research teams were identified. CONCLUSIONS: (1) although the object of the evaluations was the children, the informants were usually the people in charge of their care; therefore, effort should be made to involve the children in a more participatory way; (2) psychosocial functioning, behavior, and parenting are transversal elements in most evaluations, while quality of life and coping are not sufficiently well incorporated; (3) practical instruments (brief and easy to apply and correct) that are widely used and carry scientific guarantees should be prioritized to ensure the comparability and reliability of the conclusions; and (4) progress should be made in the study of evaluation models for all forms of foster care, including foster, extended, and specialized families.

OBJETIVO: El objetivo es realizar una síntesis exhaustiva que contribuya a determinar qué instrumentos y variables son las más adecuadas para evaluar programas de acogimiento familiar (familias extensas, ajenas y profesionalizadas), incluyendo en esta evaluación a los niños, sus familias acogedoras, sus familias de origen y a los profesionales y técnicos del acogimiento familiar. Método: La revisión sistemática incluyó estudios aleatorizados, cuasialeatorizados, longitudinales y con grupo control dirigidos a evaluar intervenciones de acogimiento familiar. RESULTADOS: Se identificaron 86 estudios, 138 instrumentos de evaluación, 18 constructos y 73 equipos de investigación independientes. CONCLUSIONES: (1) aunque el objeto de las evaluaciones sean los niños, habitualmente los informantes son las personas a cargo de sus cuidados, con lo que se debe hacer un esfuerzo por involucrarlos de forma más participativa; (2) el funcionamiento psicosocial, el comportamiento o la parentalidad son elementos transversales en la mayor parte de evaluaciones, sin embargo la calidad de vida y el afrontamiento no están suficientemente bien incorporados; (3) deben priorizarse instrumentos prácticos (breves y fáciles de aplicar y corregir), de amplio uso y con garantías científicas para asegurar la comparabilidad y fiabilidad de las conclusiones; (4) debe avanzarse en la investigación de modelos de evaluación en todas las modalidades de acogimiento familiar, ya sea en familias ajenas, extensas o especializadas.

Rape Culture, Revictimization, and Social Representations: Images and Discourses on Sexual and Violent Crimes in the Digital Sphere in Mexico.

The digital sphere has become a space in which misogyny-laden discourses are constantly presented. In fact, in Mexico persists a rape culture that justifies violent acts against women and blames the victims of the crimes through social opinions. The present study proposed an approach based on the Theory of Social Representations. In this sense, this study aimed to analyze the discourses that emerge in the digital sphere when users give their opinion on five types of crimes against women: femicide, rape, enforced disappearance, abuse, and sexual harassment. The results revealed that there are four types of discourse (representations) framed within rape culture: disbelief of rape, blaming the victim, revictimization, and disempowering women. It is concluded that Mexican society maintains a representation that stereotypes and devalues the image of women, which allows us to understand the aggressions that women suffer in their daily lives.

The voices of youths in COVID-19 times: exploring young people's emotional representations.

Since the spread of the COVID-19 virus worldwide, the pandemic had psychological consequences for the entire population for various reasons including restrictions, isolation, and socioeconomic changes. Young people were particularly affected by these psychological consequences, which formed the focus of the mental health concerns voiced by the World Health Organization. This research aimed to analyze, first-hand, the primary emotions that COVID-19 evoked in young Spanish people after two years of the pandemic. Participants were recruited through a snowball sampling procedure using emails, virtual platforms of the schools, and social networks, and a google forms questionnaire was administered for data collection. A total of 479 Spanish young people (18-36 years) participated in this study. The questionnaire consisted of a free-association exercise based on the Grid Elaboration Method (GEM) to analyze the participants' emotional representations of COVID-19. In addition, lexical analysis was used to analyze the text corpus. As a result, it could be observed that sadness was the core emotion experienced among young people, followed by fear. Specifically, emotional breakdown, fear, fatigue, and anger figured centrally in their emotional representations. Moreover, the findings revealed new patterns of self- and onward blaming towards youths. It was concluded that results of this research provide important clues for managing the mental health of young people, particularly during future pandemics.

PTSD (Posttraumatic Stress Disorder) in Teachers: A Mini Meta-Analysis during COVID-19.

BACKGROUND: Since March 2020, when the World Health Organization (WHO) declared the COVID-19 pandemic, in order to stop the spread of the virus, unprecedented measures were taken worldwide. One of the most important measures was the closure of schools and educational centers around the world in 2020, and very extreme health protocols have been in place in educational centers since they were reopened. From early childhood education to universities, teachers first had to adapt in a short period time to online classes and then continuously readapt to new protocols according to the pandemic situation. This academic environment, in addition to the pandemic situation itself, has favored the emergence of mental disorders such as Post-Traumatic Stress Disorder (PTSD). MATERIALS AND METHODS: Medline via PubMed and other databases were searched for studies on the prevalence of PTSD in teachers from 1 December 2019 to 1 October 2022. A total of five studies were included in this review. Our results show a prevalence of PTSD of 11% reported by teachers. No subgroups nor meta-regression analyses were performed due to the insufficient number of studies available. CONCLUSIONS: The results suggest that teachers are suffering from PTSD, so it is important to carry out more studies worldwide. Similarly, measures to improve the mental health and well-being of teachers during the pandemic and post-pandemic periods are needed.

The challenge of education for sustainability in higher education: key themes and competences within the University of the Basque Country.

Introduction: One of the major challenges for higher education institutions in the last decade has been (and will continue to be) the integration of sustainability into their curricula and the development of sustainability competences in students. Education for Sustainability (ES) can help prepare students to meet the challenges of making societies more sustainable. However, as a first step toward this goal, teachers need to incorporate ES into their teaching. In this regard, this research aimed to analyze if members of the teaching staff have started this integration and, if so, which sustainability-related topics have been introduced and which skills do they consider contribute to the development of future graduates. Methods: A questionnaire was administered to teaching staff at the University of the Basque Country in 2022. A total of 403 teachers completed the questionnaire, expressing their perceptions through open-ended questions. Results: In general terms teachers incorporate ES into their teaching (71.22%). However, they do this mainly within the framework of two general themes: "Environmental awareness and energy" - most used by teachers of experimental sciences and engineering - and "Social commitment," most used by teachers of social sciences and those who are familiar with the UN 2030 Agenda for Sustainable Development. Regarding the key competences that ES provides for future graduates, those most frequently mentioned were "training of professionals committed to society" and "critical thinking and ethics." These competences were particularly notable in the discourse of teachers who were aware of the 2030 Agenda and who use active methodologies in their classrooms. Finally, the opinion that sustainability has little to do with their teaching (28.78%) was notably expressed by teachers less familiar with the 2030 Agenda. Discussion: Thus, it can be concluded that, aside from knowledge of the 2030 Agenda, factors such as the sustainability policy of the institution, area of teaching expertise, and the use of active methodologies all play a significant role in determining whether competences for sustainable development are integrated into higher education teaching.

Prevalence of Burnout among Teachers during the COVID-19 Pandemic: A Meta-Analysis.

Since the start of the COVID-19 pandemic, many studies have found that there has been a lot of teacher overload. One of the additional burdens has been that they have had to teach online. In addition, when they returned to face-to-face classes, they had to follow all the hygiene rules so that the COVID-19 virus would not spread. It is therefore not surprising that, during this pandemic period, high levels of psychological symptoms have been reported among teachers. Among this symptomatology, burnout has been very frequent among teachers. Therefore, the aim of this study is to conduct a meta-analysis to determine the overall prevalence of burnout among teachers during the COVID-19 pandemic. For this purpose, a search was conducted for cross-sectional studies listed in PubMed from 1 December 2019 to 14 February 2022 that reported on the prevalence of burnout among teachers. A total of nine studies from eight different countries in Africa, Asia, Europe, and North and South America, were included in this study. The pooled prevalence of burnout among teachers was 52% (95% CI 33-71%), which is higher than burnout rates reported for health professionals. There was significant heterogeneity between studies (I2 = 99%, p-value < 0.001), and the prevalence of burnout was higher in women and school teachers (compared to university educators), and lower in American studies. This meta-analysis concludes that teachers worldwide experienced a high rate of burnout during the COVID-19 pandemic. This has implications not only for the teachers themselves, but also for the quality of the education they were able to provide. This education has an influence on the student population. The possible long-term effects are yet to be determined.

The breaking of secrecy: Analysis of the hashtag #MeTooInceste regarding testimonies of sexual incest abuse in childhood.

BACKGROUND: Incest remains one of the great taboos of contemporary society. Secrecy is also crucial in this type of sexual abuse against children, and many victims do not disclose their testimony. This situation changed, when in France in mid-January 2021, the #MeTooIncest movement emerged, and thousands of victims began to reveal the abuse they had suffered as children. OBJECTIVE: To analyze the discourse on Twitter regarding this hashtag to understand how incest abuse has been dealt with through social media debate. In so doing, we expected to identify the main elements that could explain how people have symbolically constructed and engaged with childhood sexual abuse in general and with incest abuse in particular. PARTICIPANTS AND SETTING: In total, 20,556 tweets with the hashtag #MeTooIncest written in French were selected by streaming API from January 14 to February 15, 2021. METHODS: Their content was analyzed by lexical analysis using Iramuteq software (Reinert method). RESULTS: Victims found a space for disclosure in this movement, where they felt believed, protected, and supported. This movement also embraced the victims of celebrity abusers, denouncing them and calling for their exclusion from public life. Likewise, at the societal level, this movement pushed for changes in public policies to protect children and emphasized the importance of breaking the public silence or secrecy about incest abuse. CONCLUSIONS: This wave of testimonies represents a turning point as it has broken the law of silence and allowed the victims to exist in the media space without being questioned.

Drawing the COVID-19 pandemic: how do children incorporate the health crisis and its consequences into their everyday thinking?

OBJECTIVE: The general objective of this research was to explore how children understand and represent COVID-19 health crisis in their everyday thinking. DESIGN: This research is based on a qualitative interpretive research methodology that uses 6-12 years children's drawings from San Sebastian (Basque Country, northern of Spain) to collect data. This technique allows children to visualize how they face this situation through a tool that promotes expression of their feelings and representations. RESULTS: A total of 345 drawings were collected, and 949 elements related to the different coded categories were coded. The themes that have arisen were related to symbols of the pandemic (n = 307, 32.34%), emotions (n = 290, 30.55%), actions carried out (n = 258, 27.18%) and socialization (n = 94, 9.90%). No differences by age-range were found. CONCLUSIONS: Children have a realistic representation of the COVID-19 virus and its consequences, which closely resembles the representation shown by the media and society. The children show a good understanding of the new measures and social rules associated with the pandemic. They are also very aware of the need to support their emotions by different spheres (family, educational and social context). Alternative play activities and art-based education must be promoted, avoiding the abuse of screens to reinforce their well-being.

Image-based Abuse: Debate and Reflections on the "Iveco Case" in Spain on Twitter.

The instance of image-based abuse that ended in the victim's suicide, known as the "Iveco case," had an unprecedented social impact in Spain in 2019. This case provoked a great social reaction and became particularly viral on social networks such as Twitter. The present research investigates how this case has been dealt with through Twitter discourse. In particular, this study aimed to identify the main elements that could explain how people engaged with the problem of nonconsensual sharing of sexually explicit images in general, and with this case in particular. In total, 1,895 tweets with the word "Iveco" written in Spain were selected by streaming API, and their content was analyzed by lexical analysis using Iramuteq software (Reinert method). This software carries out an automatic lexical classification cluster analysis that groups the most significant words and text segments according to their co-occurrence. The results revealed that, on Twitter, it was stressed that the victim was a married woman with children who had practiced sexting. However, in response to this initial description, many voices also emerged that labelled this image-based abuse as gender-based online violence. Criticism was aimed at both the passivity of the company, and the attitude of hundreds of thousands of people who share the sexting video by WhatsApp groups without permission. Consequently, several feminist mobilizations emerged, framing this case within a sexist and patriarchal society and asking for accountability. However, in contrast, countermovements such as the #NotAllMen also emerged.

Emotional State of Mexican University Students in the COVID-19 Pandemic.

BACKGROUND: Since the WHO declared the COVID-19 crisis a pandemic in March 2020, the young population is suffering from a range of psychological symptoms. The present study measured symptoms of stress, anxiety and depression in university students of Saltillo, Mexico, using the Depression and Anxiety Stress Scale-21 (DASS-21). METHODS: The DASS-21 scale and an ad hoc questionnaire were used to collect sociodemographic information. RESULTS: The results show that the students who participated in this study suffer from high levels of stress, anxiety and depression. In terms of sociodemographic variables, women, people suffering from a chronic disease and people living with a chronic disease had the highest levels of stress, anxiety and depression, and people who live with a chronically ill person, people who have had the COVID-19 disease and those who have had someone close to them fall sick have had more stress, anxiety and depression than the rest. Another finding of the present study is that university students who believe that others comply with COVID-19 safety measures have significantly lower anxiety and depression than those who believe that others do not comply. CONCLUSIONS: It is concluded that university students are a psychologically vulnerable group in the face of the pandemic.

Coping with COVID-19: social representations underlying blaming processes and fear.

Objective. This study examines how people socially represent the COVID-19 pandemic in the early stage of the health crisis in Europe. Specifically, this research analyses the days before and immediately after the declaration of the state of emergency in Spain, which resulted in the entire population being placed in lockdown. Design. For this purpose, we used the Grid Elaboration Method for free association elicited by the word "coronavirus". This exercise was completed by 1037 people from Spain. Main Outcome Measures. Responses were analysed using Iramuteq software for lexical analysis. Results. Before the state of emergency and lockdown, there was a repeat of many of the emotional and cognitive patterns seen in previous pandemics such us upward and downward blaming or feelings of anger and emotional fatigue. However, outward blaming patterns towards peers also emerged. Moreover, in the period following lockdown, we noted the emergence of new representations and emotions such as paralyzing distrust or resilience. Similarity analysis revealed that the "fear of pandemic" hides a wide variety of emotions. Conclusion. Understanding the blaming and fear processes that are linked to the emergence of the COVID-19 pandemic in Spain offers us practical implications for coping with the challenge of this new crisis.

Prevalence of anxiety in health care professionals during the COVID-19 pandemic: A rapid systematic review (on published articles in Medline) with meta-analysis.

During the COVID-19, healthcare workers are exposed to a higher risk of mental health problems, especially anxiety symptoms. The current work aims at contributing to an update of anxiety prevalence in this population by conducting a rapid systematic review and meta-analysis. Medline and Pubmed were searched for studies on the prevalence of anxiety in health care workers published from December 1, 2019 to September 15, 2020. In total, 71 studies were included in this study. The pooled prevalence of anxiety in healthcare workers was 25% (95% CI: 21%-29%), 27% in nurses (95% CI: 20%-34%), 17% in medical doctors (95% CI: 12%-22%) and 43% in frontline healthcare workers (95% CI: 25%-62%). Our results suggest that healthcare workers are experiencing significant levels of anxiety during the COVID-19 pandemic, especially those on the frontline and nurses. However, international longitudinal studies are needed to fully understand the impact of the pandemic on healthcare workers' mental health, especially those working at the frontline.

Prevalence of Anxiety, Depression, and Stress among Teachers during the COVID-19 Pandemic: A Rapid Systematic Review with Meta-Analysis.

BACKGROUND: Since the beginning of the COVID-19 pandemic, teachers have been accumulating adverse psychological symptoms due to the closure of educational centers and the need to adapt to different teaching modalities. METHODS: Medline and PubMed were searched for studies on the prevalence of depression, anxiety, stress, and burn-out in teachers, published from 1 December 2019 to 15 June 2021. RESULTS: In total, eight studies were included in this study. The results show that teachers report levels of anxiety (17%), depression (19%), and stress (30%). In Asia, there has been more anxiety compared to other continents. Overall, anxiety has been higher among teachers in schools compared to universities. However, stress levels have been higher among teachers in universities compared to schools. Statistically, there were no significant differences regarding gender and age in any of the symptoms. CONCLUSIONS: The results suggest that teachers at different educational levels are experiencing adverse psychological symptomatology during the COVID-19 pandemic, and that anxiety levels vary between different countries. However, more international studies are needed to fully understand the impact of the pandemic on teachers' mental health.

Struggling to breathe: a qualitative study of children's wellbeing during lockdown in Spain.

OBJECTIVE: COVID-19 has spread throughout the world, including Europe. In order to halt the spread of the pandemic by maintaining social distancing, all children in Spain have been completely confined to their homes, and from March 13th to April 26th they were forbidden from going outdoors at any time. The aim of this research was gather the voices of children in lockdown during the COVID-19 pandemic in Spain in order to examine how they are coping with this health crisis. Design: A sample of 250 Children from a region of Spain aged 3-12 years (mean 7.14) were openly asked about their lockdown activities, needs, and feelings. Main Outcome Measures: Responses were analyzed using Iramuteq software for lexical analysis. Results: Children reported having mixed emotions in lockdown; whilst they are happy and relaxed with their families, they also feel fear, nervousness, worry, loneliness, sadness, boredom, and anger. At a physical level, Children noted it was difficult to be deprived of fresh air for weeks, which also makes them primarily sedentary, and they missed outdoor exercise. Socially, they missed peers and caregivers. Conclusion: This study provides evidence about the need to safeguard children's wellbeing during the COVID-19 crisis.

[Emotional state of school and university teachers in northern Spain in the face of COVID-19.] / Estado emocional del profesorado de colegios y universidades en el norte de España ante la COVID-19.

OBJECTIVE: Since the start of non face-to-face learning classes in March 2020 due to the COVID-19 pandemic, teachers have been accumulating stress. Since then, the teaching staff have had to adapt to the new telematic classes, and in September 2020 they have had to return to face-to-face classes, taking different hygiene measures to prevent contagion. The changes in teaching methods and the lack of guidelines for the new teaching challenges have created a lot of uncertainty in this sector. The aim of the present study was to measure the levels of stress, anxiety and depression of teaching staff in the face of the reopening of schools and universities after 6 months of absence from face-to-face classes. METHODS: A total of 1,633 teachers from the Department of Education of the Basque Autonomous Community (BAC) took part, all of them professionals working in different educational centres, from early childhood education to university studies. The questionnaire, DASS-21, was applied to measure the symptomatology presented by the teaching staff in relation to the reopening of the centres. RESULTS: The results show that 32.2% of the participants had symptoms of depression, 49.4% had symptoms of anxiety and 50.6% had symptoms of stress. CONCLUSIONS: The results show that teachers have symptoms of stress, anxiety and depression. Therefore, it is important to take care of the mental health of teachers in order to take care of the mental health of students and the quality of teaching.

OBJETIVO: Desde que en marzo de 2020 comenzaron las clases no presenciales a causa de la pandemia de la COVID-19, el profesorado está acumulando estrés. Desde entonces, el profesorado se ha tenido que enfrentar a la adaptación a las nuevas clases telemáticas, y en septiembre del 2020 han tenido que volver a las clases presenciales tomando diferentes medidas de higiene para prevenir contagios. Los cambios de modalidad de docencia y la falta de directrices ante los nuevos retos docentes han creado mucha incertidumbre en este sector. El objetivo del presente estudio fue medir los niveles de estrés, ansiedad y depresión del profesorado ante la reapertura de los colegios y universidades tras 6 meses de no presencialidad. METODOS: Han participado un total de 1.633 profesores y profesoras del Departamento de Educación de la Comunidad Autónoma Vasca (CAV), todos ellos profesionales que trabajan en diferentes centros educativos, desde educación infantil hasta estudios universitarios. Se ha aplicado el cuestionario, DASS-21 para medir la sintomatología que presenta el profesorado ante la reapertura de los centros. RESULTADOS: Los resultados muestran que el 32,2% de los participantes tuvieron síntomas de depresión, el 49,4% síntomas de ansiedad y, el 50,6% síntomas de estrés. CONCLUSIONES: Los resultados muestran que el profesorado tiene síntomas de estrés, ansiedad y depresión. Por lo tanto, es importante atender la salud mental de los profesores para cuidar así la salud mental del alumnado y la calidad de la docencia.