Promotion of mental hygiene practices among educational participants in the context of environmental and epidemic threats: A gender analysis

 The relevance of the study is conditioned by the growing number of stressful factors in the contemporary educational environment, in particular, environmental, epidemic, and military threats that negatively affect the psychological well-being of participants in the educational process. Under these conditions, the spread of mental hygiene practices as a means of maintaining mental health and developing the ability to self-regulate becomes particularly important. The purpose of the study was to identify gender features of mental hygiene practices (on the example of mindfulness) among participants in the educational process in the context of environmental and epidemic threats and substantiate the areas of gender-sensitive promotion. The methodological basis of the study was the integration of a gender-based and systematic approach and the concept of mindfulness. The theoretical basis was the author’s model of mental hygiene practices, which includes basic practices (physical and mental) and derivative practices (communicative, informational, recreational). An empirical study (on the example of mindfulness practices) was conducted using the “Five-Factor Mindfulness Questionnaire”. The study involved 502 respondents who are currently enrolled in higher education, the majority of whom are studying for a bachelor’s degree, master’s students, and postgraduate students. Representatives of both gender groups were dominated by the medium level of development of mindfulness components (in the range of 60-70%). Statistically significant gender differences were found on the “Observation” and “Conscious action” scales: women showed higher levels of sensory and emotional awareness, while men showed higher levels of conscious activity. No significant differences were recorded on other scales. The obtained data indicate the influence of socio-cultural factors on the development of awareness components. The practical significance of the study lies in the possibility of using its results by psychologists, teachers, and the administration of educational institutions to develop gendersensitive programmes to support mental health, prevent stress, and introduce mindfulness practices in the system of psychological support for participants in the educational process in crisis and emergency situations