Academic staff face workplace stressors such as high workloads, job insecurity, and limited institutional support, which contribute to psychological distress and burnout. While workplace-based interventions are important for maintaining well-being, their effectiveness in academic settings remains underexplored. This systematic review including qualitative, quantitative, and mixed methods studies synthesized evidence on individual-level mental health interventions for university academic staff. Five databases (PsycINFO, MEDLINE, Web of Science, SCOPUS, ERIC) were searched for peer-reviewed studies published between 2003 and 2023. From 1058 records, seven studies met the inclusion criteria. Methodological quality was appraised using the Mixed Methods Appraisal Tool (MMAT) and the GUIDance for the rEporting of intervention Development (GUIDED) framework. Interventions included lifestyle regimens, mindfulness, yoga, community therapy, and institutionally embedded wellness programs. The findings suggest that brief, structured, and theoretically grounded interventions can improve psychological well-being, reduce burnout, and enhance coping. Facilitators included leadership support, institutional integration, peer networks, and flexible delivery; barriers included stigma, workload pressures, attrition, and digital challenges. Most studies were conducted in the Global North, limiting transferability to resource-constrained contexts. Overall, individual-level interventions show promise, but sustainable, culturally adapted, and multilevel strategies are needed to strengthen mental health support in higher education. These insights also contribute to broader efforts to promote health and safety in the workplace by identifying practical strategies to enhance well-being across diverse occupational settings.
Abraham et al. (2025) studied this question.