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Investigating the Effects of a Dyad Intervention on Teacher Resilience, Mental Health, and Social Emotions and Behavior

NCT06477250 · Status: ACTIVE_NOT_RECRUITING · Phase: NA · Type: INTERVENTIONAL · Enrollment: 200

Last updated 2025-09-26

No results posted yet for this study

Summary

The COVID-19 pandemic increased psychological burdens in Germany, especially among teachers who have reported higher levels of emotional exhaustion and burnout compared to the general population. Even before the pandemic, teachers found their work highly stressful. Mindfulness- and compassion-based interventions, as well as socio-emotional learning interventions, show promise in combating burnout among educators. Despite increased research, partner-based Dyads have not been explored in schools. Recent studies suggest these social practice formats are more effective than solo mindfulness techniques in reducing loneliness, and social stress, and enhancing social connections and resilience. Additionally, the impact of these interventions on student, classroom, collegium, and system levels remains under-researched.

This study extends the CovSocial project and the ReSource project, which showed the effectiveness of partner-based dyadic mental training on stress reduction, resilience, and social cohesion. The first goal is to test a 10-week online empathy-compassion (EmCo) Dyad training program, inspired by the Affect Dyad from the ReSource project and the online coaching Dyad from the CovSocial project, incorporating empathic and compassionate listening.

The second goal is to evaluate the Dyad intervention's effects in an educational context, focusing on teachers' mental health, social capacities, social networks, and classroom climate, measured across: 1) mental health and resilience, 2) social emotions, 3) social interaction, 4) communication and listening skills, and 5) classroom climate. The third aim is to develop and validate the Teacher Autonomic Voice Assessment (TAVA) and the Egocentric Social Network Analysis Paradigm (e-SNAP), using autonomic measures and voice recordings to assess teachers' emotional states. The final aim is to investigate the cognitive and affective mechanisms driving changes in teachers' mental health, resilience, and social-emotional competencies.

Conditions

  • Burnout

Interventions

BEHAVIORAL

Empathy-based socio-emotional mental training

The goal of the EmCo dyad practice is to enhance coping with difficult emotions, empathic and compassionate listening, social sharing, acceptance, and gratitude. It involves a daily partner-based practice and weekly coaching sessions with expert teachers.

Sponsors & Collaborators

  • Humboldt-Universität zu Berlin

    collaborator OTHER

  • Max Planck Social Neuroscience Lab

    lead OTHER

Principal Investigators

  • Tania Singer, PhD · Social Neuroscience Lab of the Max Planck Society

Study Design

Allocation
NON_RANDOMIZED
Purpose
SUPPORTIVE_CARE
Masking
NONE
Model
PARALLEL

Eligibility

Min Age
18 Years
Max Age
65 Years
Sex
ALL
Healthy Volunteers
Yes

Timeline & Regulatory

Start
2024-06-20
Primary Completion
2025-12-31
Completion
2025-12-31

Countries

  • Germany

Study Locations

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Read the full study record

This page highlights key information. For complete eligibility criteria, study locations, investigator contacts, and the full protocol, visit the original record on ClinicalTrials.gov.

View NCT06477250 on ClinicalTrials.gov