Promoting Social–Emotional and Academic Support in Educational Settings
A special issue of Behavioral Sciences (ISSN 2076-328X). This special issue belongs to the section "Educational Psychology".
Deadline for manuscript submissions: 30 November 2025 | Viewed by 1642
Special Issue Editors
Interests: teacher coaching to enhance intervention implementation; teacher stress and well-being; Asian teachers and students; school psychology training for underrepresented population
Interests: learning disabilities; developmental disabilities; STEM learning; special education and school psychology issues based on a multicultural perspective
Special Issues, Collections and Topics in MDPI journals
Special Issue Information
Dear Colleagues,
In today’s rapidly changing world, students face increasing academic demands alongside a range of social and emotional challenges that can impact their learning, engagement, and overall well-being. At the same time, academic disparities persist, disproportionately affecting students from historically marginalized backgrounds and those with limited access to support systems. Schools and universities serve not only as sites for academic development but also as social environments that shape students’ emotional resilience, motivation, and interpersonal skills. As educators, researchers, and practitioners, we strive to create holistic learning environments. There is an urgent need for evidence-based strategies to enhance academic and social–emotional support. This Special Issue will highlight innovative research, theory, and practice aimed at fostering academic or social–emotional development across diverse educational settings. We encourage contributions that examine a wide range of topics, including but not limited to evaluations of academic and social–emotional interventions implemented in the schools, universities, or other educational contexts; research on using teacher coaching or consultation to facilitate the implementation of intervention support; examination of the impacts of educators’ well-being or stress on their ability to provide effective support to students; exploration of the role of school psychologists, counselors, and educators in enhancing students’ emotional resilience and academic achievement; research on instructional methods that promote academic growth and emotional well-being (e.g., trauma-informed teaching, culturally responsive pedagogy); and how social–emotional and academic support systems can be tailored to meet the needs of diverse populations, including students from historically marginalized backgrounds. This Special Issue invites original empirical research, systematic reviews, theoretical discussions, and practice-oriented articles that contribute to the advancement of knowledge in this critical field. We welcome diverse methodological approaches, including but not limited to qualitative, quantitative, and mixed methods research. Submissions that offer actionable insights for educators, policymakers, and practitioners working at the intersection of academic achievement and social–emotional development are encouraged. By bringing together diverse perspectives, this Special Issue will advance understanding and inform best practices that promote both academic success and emotional well-being for students.
Abstract Deadline: April 1st, 2025
Notification of Abstract Acceptance: April 15th, 2025
Submission Deadline: November 30th, 2025
Dr. Jiayi Wang
Prof. Dr. Yi Ding
Guest Editors
Manuscript Submission Information
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Keywords
- social–emotional support
- academic support
- school-based intervention
- consultation
- teacher coaching
- program development and evaluation
- teacher well-being
- student well-being
- university training
- school professionals
- equity and inclusion
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