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Promoting Social–Emotional and Academic Support in Educational Settings

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A special issue of Behavioral Sciences (ISSN 2076-328X). This special issue belongs to the section "Educational Psychology".

Deadline for manuscript submissions: 23 July 2026 | Viewed by 22881

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Special Issue Editors

Dr. Jiayi Wang

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Guest Editor

Department of Psychology, University of Houston, Houston, TX 77204-5029, USA
Interests: teacher coaching to enhance intervention implementation; teacher stress and well-being; Asian teachers and students; school psychology training for underrepresented population

Prof. Dr. Yi Ding

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Guest Editor

Graduate School of Education, Fordham University, New York, NY 10023, USA
Interests: learning disabilities; developmental disabilities; STEM learning; special education and school psychology issues based on a multicultural perspective
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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.

Dr. Jiayi Wang
Prof. Dr. Yi Ding
Guest Editors

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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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Published Papers (11 papers)

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Research

31 pages, 2147 KB

Open AccessArticle

Effects of the AMPPS One-on-One Mathematics Intervention on Students’ Complex Computation, Word-Problem Solving, and Math Self-Concept

by Natasha K. Newson, John C. Begeny, Felicia L. Davidson, Robin S. Codding and Kourtney R. Kromminga

Behav. Sci. 2026, 16(3), 432; https://doi.org/10.3390/bs16030432 - 16 Mar 2026

Viewed by 174

Abstract

Despite consensus in the mathematics education literature regarding the mutually dependent components of math proficiency, as well as the importance of their development, most elementary-aged students in the United States demonstrate a lack of proficiency in math according to national assessment data. Whole number knowledge, which includes skills in computation and word-problem solving, is understood to be a critical foundation for the development of later math skills. This study used a multiple-baseline experimental design to evaluate the impacts of an evidence-based mathematics intervention, Accelerating Mathematics Performance with Practice Strategies (AMPPS), on third- through fifth-grade students’ skills with complex computation, as well as on their word-problem-solving performance. Furthermore, we evaluated effects on students’ math self-concept. Five students identified to have difficulties in math received AMPPS in a one-on-one, in-person format. The results of the study were mixed. For example, when using visual analyses as our primary analytic method, these analyses did not show robust intervention effects on students’ computation skills but did show at least some improvement for most students’ word-problem-solving skills. Additionally, supplemental analyses comparing student growth to national and school-based norms suggested that all participants seemed to benefit from the intervention, but these analyses were not intended to examine experimental causality. Despite study limitations and a lower than optimal number of AMPPS sessions (dosage) provided to students, the present study offers several directions for future research, as well as possible implications for practitioners regarding intervention selection, intensity, and evaluation. The findings will also be discussed in the context of conducting systematic replication studies, which are essential for understanding the generality of a given phenomenon (e.g., an effect of a school-based intervention) across a wide range of situations and conditions. Full article

(This article belongs to the Special Issue Promoting Social–Emotional and Academic Support in Educational Settings)

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15 pages, 303 KB

Open AccessArticle

Association of Academic Level and Body Mass Index with Depressive Symptoms Among Undergraduate and Graduate Students in Bronx, NY: A Cross-Sectional Study

by Aditi Puri, Peter C. Nwakeze, Collette M. Brown, Latoya Callender, Chesley Sanchez and William Suarez

Behav. Sci. 2026, 16(3), 400; https://doi.org/10.3390/bs16030400 - 10 Mar 2026

Viewed by 182

Abstract

Depression and obesity are a public health crisis in the United States. A plethora of research has established an association between obesity and depression. Research on the relationship between normal weight, non-normal weight (underweight, overweight, and obesity), academic level, and depression among college students is limited. This study aims fills an important gap in the literature by analyzing the association between Body Mass Index (BMI) and depression by academic level. In addition, the interaction between BMI and depression by academic level was also evaluated. Data for this cross-sectional study were collected using a subscale (depression) of the Depression, Anxiety and Stress Scale (DASS-21) from 987 undergraduate and graduate students from two colleges in the Bronx, NY. BMI was calculated using participant’s self-reported height and weight. Data were analyzed using chi-square and logistic regression analyses. Results indicate that students in the normal weight category were less likely to be depressed compared to underweight, overweight, and obese students (Model 1: Adjusted Exp(B) = 0.641, C.I. = 0.416–0.989, and p = 0.044). Those who were in the freshman year were twice as likely to be depressed compared to graduate students (Model 1: Adjusted Exp(B) = 2.236, C.I. = 1.158–4.318, and p = 0.017). A significant interaction between BMI and academic level was found (Model 2: Adjusted Ex(B) = 5.404, C.I. = 1.114–26.221, and p = 0.036). This implies that the association between BMI and depression varies by academic level (sophomore). In conclusion institutions should develop programs that address risk factors for underweight, overweight, obesity, and depression simultaneously, with the goal of improving overall well-being and academic outcomes, especially among lower level (freshmen and sophomore) students. Full article

(This article belongs to the Special Issue Promoting Social–Emotional and Academic Support in Educational Settings)

29 pages, 2087 KB

Open AccessArticle

Peer Effects on Academic Performance of High School Students in a County-Level Context of Western China: Empirical Evidence from Large-Scale Social Network Survey

by Pengfei Zhang, Haifeng Du, Peibo Zhu and Xiaochen He

Behav. Sci. 2026, 16(3), 370; https://doi.org/10.3390/bs16030370 - 5 Mar 2026

Viewed by 389

Abstract

Peer relationships are closely associated with the academic performance of adolescent students. This paper develops an integrated framework taking the peer main effect as the starting point to systematically incorporate the demonstration effect, the within-class network effect, and the cross-class average effect. Using comprehensive network and survey data from high school students in a typical county in western China, this paper employs a network-based identification strategy to reveal robust positive peer effects. The mechanism test shows that the demonstration effect can play a moderating role in peer effects on academic performance, with the network effect being heterogeneous across students and the average effect indicative of a potential role in providing diverse academic information. These findings provide empirical insights into the multifaceted nature of peer dynamics, offering actionable evidence for designing targeted interventions to improve educational outcomes in underdeveloped regions. Full article

(This article belongs to the Special Issue Promoting Social–Emotional and Academic Support in Educational Settings)

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14 pages, 248 KB

Open AccessArticle

Norwegian Adolescents’ Multidimensional Understandings of Wellbeing: A Qualitative Study

by Sultana Ali Norozi and Anne Torhild Klomsten

Behav. Sci. 2026, 16(1), 81; https://doi.org/10.3390/bs16010081 - 7 Jan 2026

Viewed by 587

Abstract

Adolescence is a period of significant physical, cognitive, and social change, during which various challenges can affect wellbeing. Understanding adolescents’ own perceptions of wellbeing is crucial for developing effective support strategies. This study explores how Norwegian adolescents conceptualize their wellbeing. Using a qualitative design, semi-structured interviews were conducted with 26 adolescents aged 16–19 years, and the data are analyzed thematically. The findings reveal that wellbeing is viewed as multidimensional, encompassing physical health, social relationships, academic performance, and personal growth. Family support and community engagement emerge as central to promoting adolescents’ wellbeing. The study provides valuable insight into how young people in Norway define and experience wellbeing, emphasizing the need to integrate their perspectives into policies and interventions aimed at supporting adolescent development and mental health. Full article

(This article belongs to the Special Issue Promoting Social–Emotional and Academic Support in Educational Settings)

16 pages, 308 KB

Open AccessArticle

Design and Validation of the Multidimensional School Social Climate Inventory for Adolescents (MSSCI-A) in Chile

by Mónica Bravo-Sanzana, Oscar Terán-Mendoza, Rafael Miranda, Xavier Oriol, Jorge Varela and Manuel Mieres-Chacaltana

Behav. Sci. 2025, 15(11), 1588; https://doi.org/10.3390/bs15111588 - 19 Nov 2025

Viewed by 756

Abstract

In Latin America, there is a critical need for validated instruments that capture the multidimensionality of school social climate from an ecological perspective. To fill this gap, this study developed and validated the Multidimensional School Social Climate Inventory for Adolescents (MSSCI-A). Using a non-experimental, cross-sectional design, data were collected from 8949 students across 16 Chilean regions, randomly divided for exploratory and confirmatory analyses. Content validity was ensured through expert judgment with Aiken’s V, while item variability was tested in a pilot study. Dimensionality was examined through Exploratory Factor Analysis (EFA) and Exploratory Graph Analysis (EGA), which identified 10 coherent and parsimonious dimensions. These combined expected domains such as Emotional Safety, Collaboration, and Belonging with hybrid factors that reflect how students experience interdependent aspects of school life. The Organizational Structure factor, however, did not meet minimum psychometric standards and was therefore removed. The final model was tested with Confirmatory Factor Analysis (CFA), while internal consistency and convergent validity were supported through Cronbach’s alpha, McDonald’s omega, and AVE. Findings show that the MSSCI-A demonstrates strong psychometric properties. Overall, it constitutes one of the few validated, multidimensional, and culturally grounded tools in Latin America, with applications in research, educational practice, and policymaking. Full article

(This article belongs to the Special Issue Promoting Social–Emotional and Academic Support in Educational Settings)

18 pages, 693 KB

Open AccessArticle

Perceived Teacher Support Profiles and Students’ Mathematics Engagement, Anxiety and Attitude: A Latent Profile Analysis

by Yu Zhou, Bin Jing, Hongliang Ma and Hongchao Liu

Behav. Sci. 2025, 15(11), 1578; https://doi.org/10.3390/bs15111578 - 18 Nov 2025

Viewed by 1661

Abstract

The importance of perceived teacher support in mathematics learning is well-documented, yet individual student differences have often been overlooked. This study examined Chinese high school students in a highly standardized educational system characterized by a uniform curriculum, competitive rankings, and high-stakes examinations. We adopted a person-centered approach and analyzed perceptions from a sample of 1314 students, identifying three profiles: low (5.78%), medium (44.29%), and high (49.93%) perceived levels of teacher support. Results showed that neither gender nor grade predicted profile membership; however, significant variations emerged in mathematics engagement, anxiety, and attitude. Further analysis revealed significant differences across these profiles in behavioral, cognitive, and emotional engagement, as well as in classroom anxiety, learning motivation, and learning strategy. Mediation analysis demonstrated that mathematics attitude indirectly linked perceived teacher support to mathematics engagement, whereas anxiety did not mediate this relationship. These findings underscore how individual differences in perceived teacher support influence mathematics engagement, anxiety, and attitude. Stronger support fosters a more positive attitude and greater engagement, providing empirical support for differentiated instruction. Full article

(This article belongs to the Special Issue Promoting Social–Emotional and Academic Support in Educational Settings)

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15 pages, 517 KB

Open AccessArticle

Supporting Mental Health Among STEM Students: The REDFLAGS Model

by Michael T. Kalkbrenner and Noelle A. Filoteo Young

Behav. Sci. 2025, 15(11), 1559; https://doi.org/10.3390/bs15111559 - 14 Nov 2025

Cited by 1 | Viewed by 1809

Abstract

While the future of college student mental health is leaning towards systemic-level integrated behavioral health care models, existing mental health support for science, technology, engineering, and mathematics (STEM) students remains highly individual. The REDFLAGS Model is a mental health resource comprising an acronym of warning signs that suggest a college student might be struggling with mental distress. The aim of this study was to test the utility of The REDFLAGS Model, with a large sample of STEM students (N = 358). Results revealed support for the latent dimensionality of The REDFLAGS Model among a large sample of STEM students. Results also demonstrated that higher recognition of the items on The REDFLAGS Model as warning signs for mental distress was a significant predictor of peer-to-peer referrals to counseling among STEM students. Additionally, STEM students with help-seeking histories and those who identified as female were more likely to recognize the items on The REDFLAGS Model as warning signs of mental distress than those without help-seeking histories and men, respectively. Collectively, results indicated that The REDFLAGS Model has potential to provide college counselors with an empirically supported framework for supporting STEM student mental health. It is available at no cost and can be shared in print or digital formats. Full article

(This article belongs to the Special Issue Promoting Social–Emotional and Academic Support in Educational Settings)

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15 pages, 475 KB

Open AccessArticle

The Effect of Upward Social Comparison on Academic Involution Among College Students: Serial Mediating Effects of Self-Esteem and Perceived Stress

by Ru Wen and Qingying Jin

Behav. Sci. 2025, 15(11), 1515; https://doi.org/10.3390/bs15111515 - 8 Nov 2025

Cited by 1 | Viewed by 4598

Abstract

Academic involution in college students has a significant impact on their physical and mental health; however, its internal psychological mechanism remains unexplored. This study aimed to examine the relationship between upward social comparison and academic involution among college students and investigate the serial mediating role of self-esteem and perceived stress. A questionnaire survey, which included the Upward Social Comparison, Self-Esteem, Chinese Perceived Stress, and College Students’ Academic Involution Scales, was conducted with 730 college students via the random sampling method. The results revealed that all pairs of variables were significantly correlated. Furthermore, upward social comparison not only directly influenced college students’ academic involution, but also indirectly affected it through the separate mediating roles of self-esteem and perceived stress, as well as the serial mediating effect of both variables. This study enriches the theoretical mechanism of college students’ academic involution and offers empirical support for designing mental health education and intervention programs. Full article

(This article belongs to the Special Issue Promoting Social–Emotional and Academic Support in Educational Settings)

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19 pages, 514 KB

Open AccessArticle

How Family Functioning Shapes Adolescent Adjustment: The Mediating Role of Interpersonal Competence

by Yuhan Jiang, Leping Huang, Yi Song, Jingxin Wang and Kuo Zhang

Behav. Sci. 2025, 15(11), 1441; https://doi.org/10.3390/bs15111441 - 23 Oct 2025

Cited by 1 | Viewed by 2955

Abstract

Adolescence is a critical stage of emotional and social development, with family functioning playing a vital role in shaping adolescent adjustment. However, the mechanisms linking family functioning to adolescent adjustment, particularly the mediating role of interpersonal competence in China, remain underexplored. This study surveyed 7318 junior and senior high school students from multiple Chinese regions, assessing family cohesion, family adaptability, interpersonal competence (communication, regulation, perception), and adolescent adjustment. Regression and mediation analyses examined direct and indirect effects of family functioning on adjustment. Among junior high students, family cohesion indirectly influenced adjustment via communication (28.10%) and regulation (17.32%), while adaptability operated through communication (29.50%) and regulation (32.45%). Among senior high students, cohesion acted via communication (18.63%) and regulation (21.57%), whereas adaptability affected adjustment equally through both (31.29%). Findings reveal developmental stage differences in the relative importance of interpersonal competence dimensions, confirm the applicability of the Social and Emotional Learning (SEL) framework in China, and provide evidence for stage-specific interventions to strengthen interpersonal skills and optimize family–school support systems for adolescent adjustment. Full article

(This article belongs to the Special Issue Promoting Social–Emotional and Academic Support in Educational Settings)

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22 pages, 558 KB

Open AccessArticle

Fostering Culturally Responsive Social-Emotional Learning Practices in Rural Transitional Kindergarten Classrooms

by Xueqin Lin, Josephine Ingram, Chunyan Yang, Rebecca Cheung and Jin Hyung Lim

Behav. Sci. 2025, 15(9), 1147; https://doi.org/10.3390/bs15091147 - 23 Aug 2025

Viewed by 3167

Abstract

Despite the positive impact of culturally responsive social emotional learning (CR-SEL) in enhancing students’ academic achievement and emotional resilience, less is known about how it is employed in rural school settings. We employed a case study design to explore how rural transitional kindergarten (TK) teachers in California practice CR-SEL in their classrooms. Ten TK teachers from seven California rural schools were individually interviewed online. Results of the thematic analysis showed three major themes of CR-SEL practices: multicultural and critical perspective development, inclusive environment, and family engagement. Participants identified different strategies to teach CR-SEL practices in their classrooms. Findings extend our understanding of CR-SEL in practice, and provide practical and research implications for school psychologists, educators, and policymakers. Full article

(This article belongs to the Special Issue Promoting Social–Emotional and Academic Support in Educational Settings)

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14 pages, 478 KB

Open AccessArticle

The Relationship of Family Cohesion and Teacher Emotional Support with Adolescent Prosocial Behavior: The Chain-Mediating Role of Self-Compassion and Meaning in Life

by Peng Li, Xia Zhou, Jiali Jiang, Shuying Fu, Xuejun Bai and Wenbin Feng

Behav. Sci. 2025, 15(8), 1126; https://doi.org/10.3390/bs15081126 - 19 Aug 2025

Cited by 2 | Viewed by 5113

Abstract

A questionnaire survey was conducted with 1153 adolescents to examine how emotional support within family and school contexts relates to adolescents’ prosocial behavior. Results indicated that both family cohesion and teacher emotional support were positively and significantly associated with prosocial behavior. Further analysis revealed that adolescents’ meaning in life mediated these relationships and that self-compassion together with meaning in life served as a sequential mediating pathway. When the direct effects of family cohesion and teacher emotional support on prosocial behavior were compared, teacher emotional support exhibited a significantly stronger direct association. However, no significant differences emerged between the two sources of support concerning the sequential (chain-mediating) pathways. These findings extend current understanding of adolescent prosocial development and highlight the importance of collaborative efforts by families and schools to meet adolescents’ emotional needs and promote prosocial tendencies. Full article

(This article belongs to the Special Issue Promoting Social–Emotional and Academic Support in Educational Settings)

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