Socio-Emotional Competencies and School Adjustment in Adolescence
A special issue of Behavioral Sciences (ISSN 2076-328X). This special issue belongs to the section "Educational Psychology".
Deadline for manuscript submissions: 15 October 2025 | Viewed by 203
Special Issue Editors
Interests: social and emotional learning; school climate; bullying prevention; school transitions
Interests: social emotional learning; promoting mental health in schools; development and evaluation of universal prevention programs
Special Issue Information
Dear Colleagues,
This Special Issue of Behavioral Sciences, dedicated to the theme "Socio-Emotional Competencies and School Adjustment in Adolescence", aims to showcase the most recent research and theories on the relationship between social and emotional competencies and school adjustment in adolescence. After the COVID-19 pandemic, adolescents in various regions returned to regular schooling while facing an increase in internalizing and externalizing problems, often with insufficient support. This situation has been associated with additional problems in school adjustment for many adolescents and significant mental health issues. Furthermore, the last few years have been marked by societal changes driven by an increase in global tensions, rapid global changes, and a fast technological innovation that have raised questions regarding the role of schools as agents to help students reach their potential. This scenario has created social and ethical dilemmas for overburdened school systems.
Over the past 20 years, social and emotional skills have become recognized as being of high importance for school success and for school adjustment. The Social and Emotional Learning (SEL) framework, developed by the Collaborative for Academic, Social and Emotional Learning, is widely accepted globally. This framework underpins many studies on how SEL supports adolescents' adjustment through individual, classroom, and school-level initiatives.
We invite submissions on interventions that enhance social and emotional competencies or promote school adjustment by improving educational climate. We also welcome reflections or insights on key aspects of school adjustment, such as school climate, belonging, and connectedness.
By showcasing the latest research on implementation and theories in this area, this Special Issue aims to contribute to the interventions and policies that utilize social and emotional development in the promotion of school adjustment in adolescents in a rapidly changing global context.
Dr. Vítor Alexandre Coelho
Prof. Dr. Baiba Martinsone
Dr. Anastassios Matsopoulos
Guest Editors
Manuscript Submission Information
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Keywords
- social and emotional learning
- school adjustment
- school transition
- school climate
- school belonging
- school connectedness
- school engagement
- differential effectiveness
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