Evaluating "conmigo Contigo Con Todo": Effects of a Community Mental Health Initiative on Afro-Colombian Teachers

Abstract

Background: Teachers in conflict-affected regions face chronic stress and trauma exposure, often compromising their mental health and professional identity. Afro-Colombian educators in Tumaco, Colombia, operate in contexts of persistent violence and socio-economic adversity, underscoring the need for culturally grounded psychosocial support. Objective: To evaluate the effectiveness of the Conmigo, Contigo, Con Todo (3Cs) programme in improving resilience, compassion, and prosocial behaviours among Afro-Colombian teachers through a mixed-methods cluster-randomised controlled trial. Methods: Thirty-two teachers from eight schools were included after cluster randomisation into intervention (n=28) and control (n=4) groups. Quantitative outcomes were assessed at baseline, post-intervention, and follow-up using validated scales for resilience (CD-RISC), PTSD symptoms (PCL-C), anxiety, depression, compassion (ECOM), and prosocial behaviour (BSP). Qualitative data were collected through focus groups and analysed thematically. Standardised effect sizes (Hedges g) were used to estimate within-group change in the intervention arm. Findings: Resilience improved in the intervention group from baseline to follow-up (60.68 [30.65] to 66.19 [12.35]; Hedges g = 0.23, small effect). PTSD symptoms declined from baseline to post-intervention (25.14 [6.47] to 20.11 [2.81]; Hedges g = 0.98, large effect), with partial relapse at follow-up. Anxiety decreased initially but increased over time. Compassion and prosociality scores remained stable. Qualitative findings revealed perceived improvements in emotion regulation and compassion, though the 94% female sample may influence compassion results. Conclusions: This exploratory study provides preliminary evidence that the 3Cs programme may improve resilience and reduce trauma-related symptoms among teachers, though findings are limited by small sample size and group imbalance. Triangulated findings suggest the preliminary potential of culturally adapted, school-based interventions to reinforce psychological resources and professional identity in high-adversity settings, warranting larger-scale replication. Clinical Implications: Sustained resilience-building interventions with periodic reinforcement are critical to supporting teachers well-being and fostering durable psychological resources in high-adversity educational settings.