# Evaluating “Conmigo, Contigo, Con Todo”: Effects of a community mental health initiative on Afro-Colombian teachers

## TL;DR

A mental health program for Afro-Colombian teachers in a conflict zone showed some improvement in resilience and trauma symptoms, but results are limited by small sample size.

## Contribution

The study evaluates a culturally adapted mental health intervention for teachers in conflict-affected regions using mixed methods.

## Key findings

- PTSD symptoms decreased significantly post-intervention but partially relapsed at follow-up.
- Resilience improved slightly from baseline to follow-up with a small effect size.
- Qualitative data showed perceived improvements in emotion regulation and compassion among participants.

## Abstract

Teachers in conflict-affected regions face chronic stress and trauma exposure, compromising their mental health and professional identity. This study evaluates the effectiveness of the “Conmigo, Contigo, Con Todo” (3Cs) programme in improving resilience, compassion and prosocial behaviours among Afro-Colombian teachers in Tumaco, Colombia, through a mixed-methods cluster-randomised controlled trial. Thirty-two teachers from eight schools were randomised 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 (PPB). Qualitative data were collected through focus groups and analysed thematically. Resilience improved from baseline to follow-up (Hedges’ g = 0.23, small effect). PTSD symptoms declined substantially post-intervention (Hedges’ g = 0.98, large effect), with partial relapse at follow-up. Anxiety decreased initially but increased over time. Compassion and prosociality remained stable. Qualitative findings revealed perceived improvements in emotion regulation and compassion, although the 94% female sample may influence results. This exploratory study provides preliminary evidence that culturally adapted, school-based interventions may improve resilience and reduce trauma-related symptoms among teachers in high-adversity settings, although findings are limited by small sample size and group imbalance. Larger-scale replication with sustained reinforcement strategies is warranted.