2 - (SYM 38) Enhancing Teacher Well-being: A Quasi-experimental Study on Brief Dialectical Behavior Therapy Skills Training for Malay-speaking Educators in Malaysia

School teachers often face significant mental health challenges due to the demanding nature of their profession. While various interventions have been shown to enhance teachers’ social-emotional skills and psychological well-being, limited research has explored the effectiveness of dialectical behavior therapy – skills training (DBT-ST) in this context. This study evaluated the impact of a five-session, Malay-translated DBT-ST program on psychological distress (anxiety, depression, stress, and burnout), social-emotional competencies, DBT skills use, and dysfunctional coping among schoolteachers in East Malaysia. The content of DBT-ST program was translated into Malay language, with adaptations made to link DBT skills to the social emotional learning (SEL) framework and contextualize the practice of DBT skills in school settings. A total of 53 participants were recruited and assigned to attend either the DBT-ST group or a control group, which attended a general mental health talk. Results indicated that teachers in the DBT-ST group experienced greater reductions in student-related burnout and dysfunctional coping, as well as increased use of DBT skills, compared to the control group. However, no significant differences were found between groups for other mental health outcomes. Additionally, higher session attendance in the DBT-ST group was associated with greater improvements in several psychological measures. Post-intervention feedback suggested that the brief DBT-ST program was both feasible and well-accepted by participants. Overall, these findings highlight the potential of DBT-ST as a valuable intervention for reducing student-related burnout and promoting adaptive coping strategies among schoolteachers in the Malaysian context.