Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
3.8
2.1
Journals
Children
Special Issues
Social-Emotional Skills, Resilience, and Behavioral Problems in Children
share announcement

Social-Emotional Skills, Resilience, and Behavioral Problems in Children

A special issue of Children (ISSN 2227-9067). This special issue belongs to the section "Pediatric Mental Health".

Deadline for manuscript submissions: closed (5 January 2026) | Viewed by 55873

Special Issue Editor

Dr. Stefano Eleuteri

E-Mail Website
Guest Editor
Department of Human and Social Sciences, Universitas Mercatorum, 00186 Rome, Italy
Interests: psychological wellbeing; problem behavior; mental health; resilience; education; sexuality
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Childhood is a crucial period for the development of social-emotional skills. Optimal development in these areas during early life is associated with enhanced social and cognitive abilities, better academic performance, motivation, and social relationships, a reduced risk of behavioral problems (internalizing or externalizing) and social exclusion, and higher rates of overall well-being. This Special Issue aims to explore the role of protective factors like socio-emotional learning and resilience in promoting prosocial behavior in children. We believe that focusing on the emotional aspect of development is a key challenge for schools in the new millennium. In this Special Issue, we would like to focus on the active promotion of these skills through the implementation of educational programs. Articles that bring forth interesting insights and important contributions on children’s development in the social-emotional domain are welcome. We invite authors to explore what schools can do to contribute to the social and emotional education of children and engage with how schools can develop these aspects. It is also essential for us to know more about how early childhood education, in particular the interaction between teachers and children and peer interactions, contributes to children developing social-emotional skills.

Dr. Stefano Eleuteri
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Children is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • behavioral problems
  • emotional education
  • childhood resilience
  • socio-emotional development
  • prevention programs
  • bullying
  • victimization

Benefits of Publishing in a Special Issue

  • Ease of navigation: Grouping papers by topic helps scholars navigate broad scope journals more efficiently.
  • Greater discoverability: Special Issues support the reach and impact of scientific research. Articles in Special Issues are more discoverable and cited more frequently.
  • Expansion of research network: Special Issues facilitate connections among authors, fostering scientific collaborations.
  • External promotion: Articles in Special Issues are often promoted through the journal's social media, increasing their visibility.
  • Reprint: MDPI Books provides the opportunity to republish successful Special Issues in book format, both online and in print.

Further information on MDPI's Special Issue policies can be found here.

Published Papers (8 papers)

Download All Papers
Order results
Result details
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:

Research

Jump to: Review, Other

11 pages, 427 KB  
Article
Reducing Preschool Exclusionary Discipline Practices Through Infant and Early Childhood Mental Health Consultation: Findings from the Jump Start Program
by Yaray Agosto, Morgan D. Darabi, Ana Robleto, Maite Schenker, Bianca Caceres, Elizabeth Erban, Tania Ramirez, Rachel Spector and Ruby Natale
Children 2026, 13(3), 328; https://doi.org/10.3390/children13030328 - 26 Feb 2026
Viewed by 753
Abstract
Background/Objectives: National data show that about 250 preschoolers are suspended or expelled daily in the United States. Jump Start is a multi-tiered infant and early childhood mental health consultation program that strengthens early care and education centers’ capacity to support children’s social–emotional development [...] Read more.
Background/Objectives: National data show that about 250 preschoolers are suspended or expelled daily in the United States. Jump Start is a multi-tiered infant and early childhood mental health consultation program that strengthens early care and education centers’ capacity to support children’s social–emotional development and prevent school suspension and expulsion. This retrospective study examined center-level exclusionary discipline practices, Jump Start participation, and related changes in discipline and expulsion policies. Methods: Data from 270 early care and education centers across Miami-Dade County that received Jump Start services during one of three academic years (2022–2023, 2023–2024, or 2024–2025) were included. Analyses examined associations between baseline exclusionary discipline practices, program duration, discipline and expulsion policy changes, and post-Jump Start exclusionary discipline practices. Results: Statistically significant reductions were observed in the frequency of traditional suspensions/expulsions and soft expulsions following Jump Start participation. The association between the Jump Start duration and post-Jump Start soft expulsions was significantly moderated by changes in center discipline policies, such that Jump Start was effective at reducing soft expulsions only when discipline policies showed meaningful improvement. Conclusions: Infant and early childhood consultation models, such as Jump Start, show promise in reducing exclusionary discipline practices, especially when implementation improves discipline policies. Full article
(This article belongs to the Special Issue Social-Emotional Skills, Resilience, and Behavioral Problems in Children)
►▼ Show Figures

Figure 1

18 pages, 447 KB  
Article
Unlocking Youth Creativity: The Power of Socioemotional Skills
by Cátia Branquinho, Catarina Noronha, Marina Carvalho, Nuno Neto Rodrigues and Margarida Gaspar de Matos
Children 2026, 13(2), 261; https://doi.org/10.3390/children13020261 - 13 Feb 2026
Viewed by 700
Abstract
Background/Objectives: Creativity has become an essential skill for children and adolescents to cope with the challenges of contemporary society. Beyond academic success, creativity is closely linked to well-being, social adjustment, and personal development. Schools, therefore, play a crucial role in creating conditions that [...] Read more.
Background/Objectives: Creativity has become an essential skill for children and adolescents to cope with the challenges of contemporary society. Beyond academic success, creativity is closely linked to well-being, social adjustment, and personal development. Schools, therefore, play a crucial role in creating conditions that allow students to explore ideas, express themselves, and develop socioemotional resources. This study aimed to examine how self-perceived creativity relates to educational, socioemotional, and well-being factors in Portuguese students, to identify different creativity profiles, and to explore the main variables that predict creativity. Methods: This cross-sectional study was based on secondary analyses of national data from the project Psychological Health and Well-being|School Observatory. The sample included 3011 students aged between 9 and 20 years (M = 13.62; SD = 2.53), from grades 5 to 12. Data were collected using validated instruments: the OECD Socioemotional Skills Survey (SSES), the Positive Youth Development (PYD) scale, and the WHO-5 Well-Being Index. Analyses included group comparisons, cluster analysis to identify self-perceived creativity profiles, correlation analyses, and multiple regression models. Results: Self-perceived creativity did not differ between boys and girls, but it decreased significantly with higher grade levels. Three profiles were identified: low, medium, and high self-perceived creativity. Students with higher self-perceived creativity reported better well-being, more positive relationships with teachers, a stronger sense of belonging at school, and higher parental educational levels. Self-perceived creativity was positively associated with socioemotional skills such as curiosity, sociability, and optimism, as well as with PYD dimensions and well-being. Negative associations were found with age and test anxiety. Socioemotional variables were the strongest predictors of creativity, explaining 39% of its variance. Conclusions: These results show that creativity is closely connected to students’ socioemotional development. Investing in emotional skills, supportive relationships, and positive school environments may be a powerful way to foster creativity and promote healthier, more balanced development. This has important implications for educational practice and policy. Full article
(This article belongs to the Special Issue Social-Emotional Skills, Resilience, and Behavioral Problems in Children)
►▼ Show Figures

Figure 1

17 pages, 889 KB  
Article
Children’s Socioemotional Strengths in Early Childhood Education (ECE) and Before/After School Care (BASC): A Multilevel Ecological Analysis
by Imogen M. Sloss, Nicola Maguire and Dillon T. Browne
Children 2026, 13(1), 23; https://doi.org/10.3390/children13010023 - 23 Dec 2025
Cited by 1 | Viewed by 1307
Abstract
Background/Objectives: The current study explored how trajectories of children’s socioemotional strengths were explained by school, classroom, and individual differences in the context of licensed early childhood education (ECE), involving preschool and before/after school programming. The predictive role of neighbourhood socioeconomic status (SES) was [...] Read more.
Background/Objectives: The current study explored how trajectories of children’s socioemotional strengths were explained by school, classroom, and individual differences in the context of licensed early childhood education (ECE), involving preschool and before/after school programming. The predictive role of neighbourhood socioeconomic status (SES) was also explored. Methods: Participants included n = 226 children from 39 classrooms across seven ECE centres in a large city in Canada. Educators completed measures of children’s socioemotional strengths at three time points between January and June 2024. Children’s forward sortation areas (FSA) were also linked with publicly available data on neighbourhood SES from the 2021 census. Four-level multilevel models estimated scores across time, individual, classroom, and school levels. Results: All four levels significantly explained variance in strengths. On average, child strengths improved over the 4.5 months of ECE programming. Random slopes at the individual and classroom level revealed variability in trajectories. Higher neighbourhood SES was associated with higher socioemotional strengths and was not associated with change over time. Conclusions: The findings of this study reveal that child, classroom, school, and neighbourhood factors interact to foster child socioemotional strengths. Thus, targeted and universal programs for promoting socioemotional development in ECE must similarly adopt a multiple levels of analysis perspective. Full article
(This article belongs to the Special Issue Social-Emotional Skills, Resilience, and Behavioral Problems in Children)
►▼ Show Figures

Figure 1

18 pages, 979 KB  
Article
A School-Based Intervention Program to Reduce Weight Stigma in Adolescents
by Mariacarolina Vacca, Silvia Cerolini, Anna Zegretti, Andrea Zagaria, Edoardo Mocini and Caterina Lombardo
Children 2025, 12(9), 1208; https://doi.org/10.3390/children12091208 - 10 Sep 2025
Cited by 1 | Viewed by 2160
Abstract
Background/Objectives: Weight-based stigma represents a pervasive psychosocial challenge affecting youth worldwide, with significant implications for mental and physical health. Although school-based interventions have been suggested as effective strategies to reduce weight bias, evidence regarding their content and efficacy in real-world educational contexts remains [...] Read more.
Background/Objectives: Weight-based stigma represents a pervasive psychosocial challenge affecting youth worldwide, with significant implications for mental and physical health. Although school-based interventions have been suggested as effective strategies to reduce weight bias, evidence regarding their content and efficacy in real-world educational contexts remains limited. The present study aimed to evaluate the effectiveness of a school-based intervention designed to reduce internalized weight stigma among Italian adolescents. Methods: A total of 539 secondary school students (Mage = 15.91 years; SD = 1.38; 51.5% males) from 10 schools in Italy were randomly assigned to either an intervention group (61.2%, n = 330) receiving the program or a minimal intervention control group (38.8%, n = 209). The intervention integrated psychoeducational modules and activities based on cognitive dissonance theory to address maladaptive weight-related attitudes and associated psychopathological outcomes. Pre- and post-intervention assessments evaluated internalized weight bias and body dissatisfaction in both groups. Results: A significant reduction in internalized weight bias was observed among students perceiving themselves as overweight following the intervention. Additionally, a marginally significant decrease in body dissatisfaction was reported in the intervention group from pre- to post-intervention. No comparable changes were found in the control group. Conclusions: These findings suggest that incorporating cognitive dissonance-based psychoeducational content within school-based programs may be a promising approach for reducing internalized weight stigma in adolescents. Further research is warranted to refine intervention strategies, explore the mechanisms underlying the observed effects, and assess the scalability and long-term impact of such initiatives in school settings. Full article
(This article belongs to the Special Issue Social-Emotional Skills, Resilience, and Behavioral Problems in Children)
►▼ Show Figures

Figure 1

18 pages, 2098 KB  
Article
Development and Validation of the Children’s Emotions Database (CED): Preschoolers’ Basic and Complex Facial Expressions
by Nadia Koltcheva and Ivo D. Popivanov
Children 2025, 12(7), 816; https://doi.org/10.3390/children12070816 - 21 Jun 2025
Cited by 2 | Viewed by 2776
Abstract
Background. Emotions are a crucial part of our human nature. The recognition of emotions is an essential component of our social and emotional skills. Facial expressions serve as a key element in discerning others’ emotions. Different databases of images of facial emotion [...] Read more.
Background. Emotions are a crucial part of our human nature. The recognition of emotions is an essential component of our social and emotional skills. Facial expressions serve as a key element in discerning others’ emotions. Different databases of images of facial emotion expressions exist worldwide; however, most of them are limited to only adult faces and include only the six basic emotions, as well as neutral faces, ignoring more complex emotional expressions. Here, we present the Children’s Emotions Database (CED), a novel repository featuring both basic and complex facial expressions captured from preschool-aged children. The CED is one of the first databases to include complex emotional expressions in preschoolers. Our aim was to develop such a database that can be used further for research and applied purposes. Methods. Three 6-year-old children (one female) were photographed while showing different facial emotional expressions. The photos were taken under standardized conditions. The children were instructed to express each of the following basic emotions: happiness, pleasant surprise, sadness, fear, anger, disgust; a neutral face; and four complex emotions: pride, guilt, compassion, and shame; this resulted in a total of eleven expressions for each child. Two photos per child were reviewed and selected for validation. The photo validation was performed with a sample of 104 adult raters (94 females; aged 19–70 years; M = 29.9; SD = 11.40) and a limited sample of 32 children at preschool age (17 girls; aged 4–7 years; M = 6.5; SD = 0.81). The validation consisted of two tasks—free emotion labeling and emotion recognition (with predefined labels). Recognition accuracy for each expression was calculated. Results and Conclusions. While basic emotions and neutral expressions were recognized with high accuracy, complex emotions were less accurately identified, consistent with the existing literature on the developmental challenges in recognizing such emotions. The current work is a promising new database of preschoolers’ facial expressions consisting of both basic and complex emotions. This database offers a valuable resource for advancing research in emotional development, educational interventions, and clinical applications tailored to early childhood. Full article
(This article belongs to the Special Issue Social-Emotional Skills, Resilience, and Behavioral Problems in Children)
►▼ Show Figures

Figure 1

18 pages, 3092 KB  
Article
The Relations Between Sensory Modulation, Hyper Arousability and Psychopathology in Adolescents with Anxiety Disorders
by Ginan Hammud, Ayelet Avital-Magen, Hiba Jabareen, Reut Adler-Tsafir and Batya Engel-Yeger
Children 2025, 12(2), 187; https://doi.org/10.3390/children12020187 - 5 Feb 2025
Cited by 2 | Viewed by 3861
Abstract
Background: Sensory modulation may play a significant role in psychiatric conditions, including anxiety, and explain arousability levels, behavioral disorders, and functional deficits. Yet, studies about sensory modulation in adolescents with anxiety disorders are scarce. Purpose: To profile the prevalence of sensory modulation difficulties [...] Read more.
Background: Sensory modulation may play a significant role in psychiatric conditions, including anxiety, and explain arousability levels, behavioral disorders, and functional deficits. Yet, studies about sensory modulation in adolescents with anxiety disorders are scarce. Purpose: To profile the prevalence of sensory modulation difficulties (SMDs) in adolescents with anxiety and examine their relations to arousability and psychopathology. The study compared adolescents with anxiety disorders to healthy controls using physiological measures and self-reports that reflect daily life scenarios. Then, the study examined the relationship between SMDs, arousability, and psychopathological severity in the study group. Method: Participants were 106 adolescents, aged 10.5–18 years and their parents. The study group included 44 participants diagnosed with anxiety disorder by psychiatrists. The control group included 62 healthy participants matched by age and gender to the study group. Parents completed the demographic questionnaire and the Child Behavior Checklist (CBCL). The adolescents completed The Revised Children’s Manifest Anxiety Scale (RCMAS) and the Adolescent/Adult Sensory Profile (AASP) and underwent the electrodermal activity (EDA) and pulse rate tests while listening to extreme sensory stimuli of auditory startles. Results: Based on AASP, the study group had a higher prevalence of SMDs expressed in lower sensory seeking, difficulties in registering sensory stimuli, and higher sensory sensitivity and avoidance. The study group presented higher arousability while listening to the startles as manifested in higher heart rate and EDA responses. The physiological results correlated with SMD levels measured by the AASP self-reports. SMDs correlated with psychopathological severity. Conclusions: SMDs may characterize adolescents with anxiety disorders and impact their arousability, symptoms severity, and daily functioning. Therefore, sensory modulation should be evaluated using both self-reports (to reflect implications in real life from patients’ own voices) along with objective measures to explain daily behaviors by underlying physiological mechanisms. This may focus intervention towards better health, function, and development. Full article
(This article belongs to the Special Issue Social-Emotional Skills, Resilience, and Behavioral Problems in Children)
►▼ Show Figures

Figure 1

Review

Jump to: Research, Other

17 pages, 1070 KB  
Review
Inclusion Goals: What Sex Education for LGBTQIA+ Adolescents?
by Stefano Eleuteri, Marta Girardi, Rossella Spadola and Elisabetta Todaro
Children 2024, 11(8), 966; https://doi.org/10.3390/children11080966 - 10 Aug 2024
Cited by 7 | Viewed by 6844
Abstract
According to the World Health Organization and the World Association for Sexual Health (WAS) Declaration of Sexual Rights, sex education aims to provide children and adolescents with comprehensive knowledge, skills, attitudes, and values, promoting equality and nondiscrimination while upholding freedom of thought and [...] Read more.
According to the World Health Organization and the World Association for Sexual Health (WAS) Declaration of Sexual Rights, sex education aims to provide children and adolescents with comprehensive knowledge, skills, attitudes, and values, promoting equality and nondiscrimination while upholding freedom of thought and expression. However, current school curricula often focus on dichotomous sexual identity and hetero-cis-normative prevention strategies, neglecting the needs of gender minority (GM) and sexual minority (SM) youths. In family settings, discussions typically revolve around sexual risk reduction and basic contraception, omitting relational aspects and components of sexual identity such as orientations and gender expressions. This discrepancy highlights a gap between the official goals of sex education and its practical implementation, reflecting a cultural deficit in familial sex education. This study reviews the scientific literature on sexual health promotion interventions from 2015 to 2024 to identify inclusive approaches that enhance the participation of all youths, not just hetero-cis-normative individuals. The hypothesis is that most interventions primarily serve heterosexual and cisgender youths, indicating a need for more inclusive strategies to achieve better sexual health and educational outcomes. The study also suggests expanding curricula to align with recognized guidelines and the diverse needs of youth. Full article
(This article belongs to the Special Issue Social-Emotional Skills, Resilience, and Behavioral Problems in Children)
►▼ Show Figures

Figure 1

Other

Jump to: Research, Review

14 pages, 592 KB  
Systematic Review
A Systematic Review of Treatment for Children with Autism Spectrum Disorder: The Sensory Processing and Sensory Integration Approach
by Jonathan Camino-Alarcón, Maria Auxiliadora Robles-Bello, Nieves Valencia-Naranjo and Aziz Sarhani-Robles
Children 2024, 11(10), 1222; https://doi.org/10.3390/children11101222 - 9 Oct 2024
Cited by 28 | Viewed by 35731
Abstract
Background/Objectives: The prevalence of the diagnosis of autism spectrum disorder (ASD) has been increasing globally, necessitating updates to the Diagnostic and Statistical Manual of Mental Disorders with respect to ASD diagnosis. It is now recognised that ASD is related to sensory processing disorder, [...] Read more.
Background/Objectives: The prevalence of the diagnosis of autism spectrum disorder (ASD) has been increasing globally, necessitating updates to the Diagnostic and Statistical Manual of Mental Disorders with respect to ASD diagnosis. It is now recognised that ASD is related to sensory processing disorder, and sensory integration is considered a suitable intervention for treating children diagnosed with ASD. Methods: This paper provides a systematic review on a timeline from 2013 to 2023, based on the PRISMA model. Evidence was sought in the academic search engines Pubmed, Scielo, Eric, Dialnet, Springer, Base Search and Google Scholar, which produced 16 articles according to the inclusion criteria. Results: According to the results of this review, intervention with sensory integration in infants with ASD meets the criteria to be considered an evidence-based practice. The studies reviewed focused mainly on clinical settings and, therefore, we highlight the urgent need for further research to evaluate the effectiveness of sensory integration interventions in naturalistic settings such as homes and schools. Conclusions: This will help to obtain more representative data on how these interventions affect the daily lives of children with ASD. Full article
(This article belongs to the Special Issue Social-Emotional Skills, Resilience, and Behavioral Problems in Children)
►▼ Show Figures

Figure 1

Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:
 
Displaying articles 1-8
Back to TopTop