Teacher Burnout and Burnout-Related Outcomes in Educational Settings: A Scoping Review of Mental Health Promotion and Prevention Interventions

Abstract

This scoping review aimed to map empirical interventions in teacher and educator populations in which burnout or burnout-related outcomes were evaluated from a broad mental health promotion and prevention perspective. Searches were conducted in Scopus, ERIC, PubMed/MEDLINE, and Web of Science. The search strategy was broadened to improve sensitivity by removing the mandatory study-design block and expanding intervention-related terminology. A structured evidence map was used to chart reports by intervention category, population, intervention level, study design, burnout-related outcome, follow-up, and research gaps, following PRISMA-ScR reporting principles and established scoping review methodological guidance. The final evidence base comprised 123 eligible reports. Interventions spanned cognitive-behavioral and rational-emotive approaches, mindfulness and mind–body programs, compassion- and emotion-focused interventions, social–emotional and trauma-informed approaches, professional development, classroom-management and instructional-practice interventions, and broader occupational or organizational approaches. Emotional exhaustion was the most frequently represented burnout-related dimension, although substantial heterogeneity was evident in intervention content, design, measurement, and follow-up. No formal risk-of-bias or methodological quality assessment was conducted. The evidence base is substantial but heterogeneous, and future research should more directly evaluate sustained, context-sensitive, organizational, and multilevel approaches alongside individual- and classroom/practice-level interventions.