Psychological first aid in Higher Education: an essential tool for university lecturers
DOI:
https://doi.org/10.62697/rmiie.v5i4.450Keywords:
Psychological first aid, higher education, university lecturers, mental health, psychological referralAbstract
Student mental health requires early, accessible, and coordinated university responses. This study systematically analyzed evidence from Scopus and PubMed concerning the foundations, training modalities, outcomes, limitations, and implications of Psychological First Aid in higher education, with particular attention to university lecturers. PRISMA 2020 and the PCC framework guided the review. Among 142 identified records, 10 duplicates were removed, 132 documents were screened, 40 full texts were assessed, and 25 studies published between 2017 and 2026 were included. Evidence indicated that training programs, particularly those combining theory, simulation, guided practice, and feedback, improved knowledge, confidence, perceived competence, self-efficacy, and crisis preparedness; some studies also reported psychological benefits. Nevertheless, small samples, self-report measures, uncontrolled designs, and short follow-up periods predominated. University lecturers may therefore safely recognize risks, provide initial support, and facilitate referrals, provided that training is integrated with institutional protocols, professional supervision, and specialized services capable of ensuring continuity of care.
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