Addressing Social Epidemic Fatigue and Mental Health in Learning Ecosystems: Policy Insights from the #Oracomesto Research

 Stigmamente Art Media and Psychiatry contributes evidence-based insights to European education and mental health policies through the chapter “Oracomesto1 Covid-19 Survey: Social Epidemic Fatigue and Mental Health Impact”, authored by Mariella La Forgia, Maria Agostina Bucci, and Luigi Starace, and published in the Open Access volume Inclusion dans les Cités de l’Éducation – Inclusion in the Cities of Education. Challenges, Cultures and Resources  (ISBN 9788835181934, FrancoAngeli).  

See also here: https://stigmamente.blogspot.com/2026/01/stigmamente-research-featured-in.html

What the chapter addresses

The chapter focuses on social epidemic fatigue as a structural phenomenon emerging during prolonged crises, such as the Covid-19 pandemic. Rather than framing fatigue as an individual weakness, the research conceptualizes it as a systemic psychosocial condition produced by sustained uncertainty, fragmented communication, and cumulative stress.

Using data from the Oracomesto1 Covid-19 Survey, the chapter explores how epidemic fatigue affects:

• mental health and emotional regulation,

• trust in institutions and public communication,

• adherence to protective behaviours,

• engagement in learning and educational participation,

• vulnerability to stigma and social withdrawal.

Methodological and conceptual contribution

The chapter adopts an interdisciplinary framework integrating:

• social and community psychology,

• communication studies,

• mental health prevention,

• educational and learning ecosystem perspectives.

This approach aligns with the bio-psycho-social ICF model (WHO) and with systemic-ecological theories of learning, emphasizing that mental health outcomes are shaped by interactions between individuals, environments, institutions, and cultural narratives.

Importantly, the chapter highlights the role of communication overload, inconsistent messaging, and media saturation as amplifiers of psychological fatigue and disengagement, particularly among young people and socially fragile groups.

Relevance for education and inclusion policies 

From a policy standpoint, the chapter offers insights highly relevant to:

• inclusive education strategies, especially in crisis-affected contexts;

• prevention-oriented mental health policies;

• teacher training and professional development, focusing on psychosocial awareness and relational competence;

• school–family–community coordination, as a protective factor against dropout, disengagement, and stigma.

The research supports the need to move beyond emergency responses and towards integrated, long-term governance models that connect education, health, social services, and communication systems.

Alignment with EU programmes

The chapter is directly aligned with:

• Erasmus+ priorities on inclusion, participation, and learner well-being;

• Horizon Europe objectives related to mental health promotion, social resilience, and innovation in public services;

• EU strategies addressing non-communicable diseases, psychosocial risk prevention, and lifelong learning.

By framing epidemic fatigue as a collective and structural issue, the chapter provides a conceptual basis for systemic interventions, co-designed actions, and evidence-based project proposals.

Added value for future projects

The Oracomesto1 chapter offers:

• a transferable analytical framework for crisis-related learning disruptions,

• indicators useful for psychosocial monitoring in educational settings,

• conceptual tools for stigma-sensitive communication strategies,

• a prevention-oriented perspective applicable across educational levels, from early childhood to secondary education.

Through this contribution, Stigmamente reinforces its role as a research actor capable of connecting mental health, education, communication, and policy design, supporting European stakeholders in developing inclusive, resilient, and people-centred learning systems.