Technology‐Mediated Mental Health Programs and Interventions for Educators: A Systematic Review and Meta‐Analysis

ABSTRACT Educators are a vital yet vulnerable workforce, often facing mental health issues. Although intervention programs exist, the extant literature primarily focuses on student services. This paper presents a systematic review and meta‐analysis to evaluate technology‐mediated psychological interventions for educators. A thorough search across seven electronic databases identified 27 studies for the systematic review and 17 for the meta‐analysis. The review summarizes various types and content of these interventions, along with the mental health outcomes they address. Technology‐mediated interventions primarily used web‐based platforms, smartphone‐delivered applications, and online videoconferencing. Most of these interventions were delivered asynchronously. Moreover, they were classified into four categories: behavioral, cognitive‐behavioral, mindfulness, and knowledge‐based, targeting different mental health concerns. Meta‐analyses revealed that these interventions significantly reduced anxiety symptoms/worrying (Hedges' g = −0.52, p < 0.05, k = 11), depressive symptoms ( g = −0.52, p < 0.05, k = 9), and stress ( g = −0.79, p < 0.001, k = 14) when compared to control groups. However, reductions in burnout ( g = −0.54, p = 0.08, k = 9) and improvements in well‐being (g = 0.48, p = 0.09, k = 9) were statistically nonsignificant. The results suggest that technology‐mediated mental health interventions can be effective in addressing mental health issues (e.g., anxiety, depression) among educators. Thus, they can be integrated into teacher education and professional development programs. It is recommended that future research focus on evidence‐based digital mental health solutions to enhance teacher well‐being and improve educational quality.