The Faculty of Psychology, Universitas Negeri Yogyakarta (UNY), organized a Mental Health Management Training for teachers from inclusive primary schools across Yogyakarta City. The program was conducted in collaboration with the Educational Disability Services Unit (UPT Layanan Disabilitas Bidang Pendidikan) and the Resource Center of the Yogyakarta City Education Office (DIKPORA). Held over two days, 28–29 July 2026, the training took place at the Hall of SMP Negeri 1 Yogyakarta.

The program brought together 108 teachers representing 39 inclusive primary schools throughout Yogyakarta City. As part of the Faculty of Psychology UNY's Community Service Program (Pengabdian kepada Masyarakat/PkM), the initiative aimed to strengthen teachers' mental health and psychological well-being, enabling them to better navigate the unique challenges of inclusive education.

Teachers in inclusive schools carry additional responsibilities in supporting students with diverse educational needs while simultaneously managing regular classroom instruction. These increased professional demands may place teachers at greater risk of psychological stress if not accompanied by effective mental health management strategies. Recognizing these challenges, the Faculty of Psychology UNY designed a comprehensive training program to equip teachers with practical knowledge and evidence-based psychological skills to maintain their well-being.

Comprehensive Training Sessions

The training consisted of four sessions delivered over two days. On the first day, participants learned about the early detection of teachers' psychological well-being and participated in a self-regulation workshop focusing on cognitive appraisal and coping strategies in educational settings. These sessions encouraged teachers to recognize psychological stressors and develop adaptive coping mechanisms to enhance their professional effectiveness.

The second day focused on strengthening teacher resilience and cultivating self-compassion as essential psychological resources for educators working in inclusive environments. The final session introduced participants to the services provided by the Educational Disability Services Unit (ULD) of Yogyakarta City while facilitating the establishment of peer support groups among teachers to promote continuous mutual support beyond the training program.

The learning activities were designed using a participatory approach, combining lectures, interactive discussions, reflective worksheets, and small-group discussions based on participants' real experiences in inclusive classrooms. This approach ensured that the training was not only theoretically grounded but also directly applicable to the everyday challenges faced by teachers.

Throughout the two-day program, participants demonstrated high levels of enthusiasm and engagement, actively contributing to both plenary discussions and collaborative group activities. The exchange of experiences among teachers from different schools created a valuable forum for mutual learning and professional reflection.

Strengthening Collaboration for Inclusive Education

This program represents a concrete collaboration between the Faculty of Psychology UNY and the Educational Disability Services Unit and Resource Center of the Yogyakarta City Education Office in fostering a healthier and more sustainable inclusive education ecosystem, particularly by promoting the psychological well-being of educators.

Through the introduction of the Educational Disability Services Unit and the establishment of peer support groups, participating teachers are expected to maintain ongoing professional networks after the completion of the training while also becoming familiar with referral mechanisms for accessing psychological support services when needed.

The Faculty of Psychology UNY remains committed to developing community engagement programs that respond to the evolving needs of education in the Special Region of Yogyakarta. By strengthening teachers' mental health competencies and psychological resilience, the Faculty seeks to support the creation of inclusive learning environments that benefit both educators and students.

This community engagement initiative also contributes to the achievement of several United Nations Sustainable Development Goals (SDGs). The program supports SDG 3 (Good Health and Well-being) by promoting teachers' mental health and psychological resilience. It advances SDG 4 (Quality Education) by enhancing educators' professional competencies to deliver inclusive and supportive learning environments. Furthermore, the collaboration between the Faculty of Psychology UNY, the Educational Disability Services Unit, and the Resource Center of the Yogyakarta City Education Office reflects SDG 17 (Partnerships for the Goals) through cross-institutional cooperation aimed at improving educational quality and supporting inclusive education.