Peer Review Report For: Hydrotherapy as a complementary intervention for academic stress in higher education: A public health perspective [version 1; peer review: 3 approved with reservations]

Résumé

The global rise in non-communicable diseases (NCDs) has heightened the urgency to tackle modifiable risk factors, including chronic psychological stress. Faculty members in higher education institutions are increasingly experiencing academic stress due to heavy workloads, administrative demands, and insufficient institutional support. Despite this, the well-being of faculty is often neglected as a crucial element in fostering knowledge and innovation, leading to burnout, reduced productivity, and a greater susceptibility to NCDs. This paper contends that hydrotherapy, long appreciated for its physiological and psychophysiological advantages, should be acknowledged as a non-pharmacological, evidence-based, and scalable solution for managing chronic academic stress. Hydrotherapy provides a comprehensive, proactive approach to faculty wellness by influencing stress-related biological pathways, especially the hypothalamic (pituitary) axis. Based on emerging clinical evidence and public health models, we propose the strategic incorporation of hydrotherapy into institutional wellness programs, viewing it not just as a relaxation method, but as a transformative intervention with the potential to improve long-term institutional vitality and public health outcomes.

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