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Children
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Children’s Well-Being and Mental Health in an Educational Context
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Children’s Well-Being and Mental Health in an Educational Context

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

Deadline for manuscript submissions: closed (5 May 2025) | Viewed by 4298

Special Issue Editor

Prof. Dr. Sanja Tatalović Vorkapić

E-Mail Website
Guest Editor
Faculty of Teacher Education, University of Rijeka, 51000 Rijeka, Croatia
Interests: developmental and educational psychology; positive psychology; children’s and teachers’ well-being in an educational context; mental health in education; preventive and intervention programs; personality psychology; measurement in education

Special Issue Information

Dear Colleagues,

As opposed to the well-being and mental health of adults, there are still many unanswered questions regarding children’s well-being and mental health, especially as regards ensuring optimal health in children. This is due to a lack of empirical research and evidence-based studies focused on children’s well-being and mental health. Moreover, contemporary life imposes various demands on children worldwide, with these demands significantly impacting their overall well-being and mental health. This is more than evident in an educational context in view of the rapidly developing changes in the field of learning and teaching on the one hand and children’s psychological needs on the other.

Therefore, the main aim of this Special Issue is to address the major issues regarding children’s (of an early, preschool, and school age) well-being and mental health within an educational context. Tentative research topics could be related to children’s well-being during their transitional periods within the learning continuum; the impact of digitalization on children’s lives; the student–teacher relationship; evidence-based programs and curriculums aiming to improve children’s and teachers’ well-being and mental health; cooperation between parents, teachers, and children in an educational context in regards to children’s well-being; teachers’ mental health and well-being in contemporary kindergartens and schools; and all other related issues. The focus will be on innovative, empirical, and evidence-based studies from all scientific field related to the topic of children’s well-being and mental health in education.

With the aim of providing solid contributions to this field of science, this Special Issue is open to scientists and practitioners in the fields of psychology, pedagogy, educational sciences, social pedagogy, and related fields. We look forward to receiving your valuable research work.

Prof. Dr. Sanja Tatalović Vorkapić
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 100 words) can be sent to the Editorial Office for announcement on this website.

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

  • children of an early, preschool, and school age
  • children’s and teachers’ well-being and mental health
  • evidence-based prevention programs
  • the student–teacher relationship
  • children’s transitions in education
  • significant correlates of children’s well-being and mental health in education
  • parent–teacher–child collaboration in education

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

Published Papers (5 papers)

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Research

16 pages, 511 KiB  
Article
When Parent–Teacher Collaboration Turns Violent: Corporal Punishment in American Schools and Subsequent (Secondary) Trauma
by Da’Shay Templeton, Ruslan Korchagin, Bree Valla and Jesse R. Ford
Children 2025, 12(6), 684; https://doi.org/10.3390/children12060684 - 26 May 2025
Viewed by 89
Abstract
Methods. Through the lens of childhood trauma theory, a qualitative phenomenological study was conducted using purposive and snowball sampling methods to gain a deeper understanding of the experiences of former students with corporal punishment and how those experiences have shaped their academic and [...] Read more.
Methods. Through the lens of childhood trauma theory, a qualitative phenomenological study was conducted using purposive and snowball sampling methods to gain a deeper understanding of the experiences of former students with corporal punishment and how those experiences have shaped their academic and psychological outcomes. Interviews were conducted via Zoom with 19 men and women of different ages and races who attended schools in Mississippi. Results/Conclusions. The study revealed that parents and school personnel collaborated to punish the student corporally both on campus and at home. Related, beaten students did not share their punishment with their parents/caregivers, and if their families did find out, they received another beating at home. There was a general lack of consistency in how and who administered corporal punishment. In addition to the well-documented ways that corporal punishment is administered in school, we also found that students were made to hold painful positions or perform painful tasks. There were also peer effects of trauma, with students experiencing fear or anger following a friend or classmate being beaten in front of them. Race was an influence if the abused students felt that their punishment was racist, with Black American participants feeling there were racial undertones regardless of the perpetrator’s race. The study’s findings align with those of previously conducted research, but also extend them and can be used to create policy to allow schools to address trauma and create instructional practices that eliminate the fear and racial disparities that have been proven to exist in schools with corporal punishment. Full article
(This article belongs to the Special Issue Children’s Well-Being and Mental Health in an Educational Context)
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14 pages, 707 KiB  
Article
Promoting Peer Interaction and Acceptance Among Students with Special Needs Through an Experiential Learning Program
by Hsiu-Ming Lin, Szu-Yin Chu, Wen-Hsuan Chang, I-Hsuan Lo and Hsin-Ting Peng
Children 2025, 12(5), 543; https://doi.org/10.3390/children12050543 - 24 Apr 2025
Viewed by 391
Abstract
Background/Objectives: Inclusive education emphasizes positive interactions between students with and without special needs to foster mutual understanding and acceptance. This study explored the effect of an experiential learning program (ExL Prog) on interaction and acceptance between students with and without special needs. Based [...] Read more.
Background/Objectives: Inclusive education emphasizes positive interactions between students with and without special needs to foster mutual understanding and acceptance. This study explored the effect of an experiential learning program (ExL Prog) on interaction and acceptance between students with and without special needs. Based on Kolb’s ExL theory, this study explores how the ExL Prog fosters experiential learning, reflection, and mutual growth through activities that enhance interpersonal skills, promote empathy, and create an inclusive classroom environment where students with and without special needs deepen their understanding and acceptance of one another. Methods: The study used a mixed-methods approach with 2 students with special needs and 16 students without special needs from the same sixth-grade class. Researchers divided participants into two groups: one intervention group that underwent the 8-activity ExL Prog and one comparison group that participated in regular activities. Data collection methods included questionnaires, interviews, and feedback forms, which enabled qualitative and quantitative analysis. Results: The results indicated the implementation of the ExL Prog facilitated increased opportunities for positive interactions between students with and without special needs. Regarding attitudes of acceptance toward students with special needs, students without special needs in the EXL group demonstrated lower scores than those in the control group in the cognitive dimension, higher scores in the affective dimension, and no significant difference in the behavioral dimension. The program fostered mutual listening, respect, and understanding, particularly among the intervention group, which promoted empathy and supportive relationships among participants. Conclusions: The students in the ExL Program developed a greater understanding of others and reflected on improving their relationship-building approaches. This transformation fostered increased openness, goodwill, and mutual reciprocity, promoting growth in interpersonal relationships and communication skills. Full article
(This article belongs to the Special Issue Children’s Well-Being and Mental Health in an Educational Context)
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24 pages, 303 KiB  
Article
Parents’ Educational Background and Child’s Learned Skills Are More Predictive for a Positive School Career than Earlier Parenting Behavior or Child’s Mental Health—Results from an 18-Year Longitudinal Observation Study
by Beate Muschalla, Ann-Katrin Job and Wolfgang Schulz
Children 2025, 12(4), 506; https://doi.org/10.3390/children12040506 - 15 Apr 2025
Viewed by 421
Abstract
Background/Objectives: Developmental research has shown that mental health and functioning is determined by social background and child and family characteristics. Until now, there have been few longitudinal studies which considered several aspects at the same time and observed children’s development over ten [...] Read more.
Background/Objectives: Developmental research has shown that mental health and functioning is determined by social background and child and family characteristics. Until now, there have been few longitudinal studies which considered several aspects at the same time and observed children’s development over ten or more years. Methods: The aim of this 18-year-longitudinal study is to find out to which degree different child, family, and socioeconomic factors during early childhood (4 years of age) are associated with educational and professional outcomes in young adulthood (22 years of age). Of the initial sample of 280 participating families, 225 could again be investigated with standardized interviews and questionnaires at the 18 years follow-up (retention rate: 80%). Results: Educational degree of the parents was predictive of the child’s school success (β = −0.267, p < 0.001, in regression analysis). Maternal mental health (β = −0.005, p = 0.953), parenting behavior (β = −021, p = 0.782), and early child mental health problems (β = 0.071, p = 0.551) only had a low impact. The child’s sex did not predict school success. Better early learned skills (i.e., crystalline intelligence), but not cognitive skills, as measured by the child-specific intelligence test K-ABC, made children more likely to achieve good school-leaving grades (β = −0.240, p = 0.008). Children’s early mental health problems had no relevant impact on school degree (d = 0.00, p = 0.934/d = 0.02, p = 0.52 3) or professional status (d = 0.04, p = 0.157/d = −0.02, p = 0.299) at age 22. Conclusions: Besides the not-changeable parental education level, (learnable) competency aspects may be more predictive of a child’s educational success until young adulthood than earlier mental health problems in parents and children. This is good news as it supports the idea that mental health deficits can be compensated for through learning and competency training. Full article
(This article belongs to the Special Issue Children’s Well-Being and Mental Health in an Educational Context)
12 pages, 489 KiB  
Article
Attitudes of Adolescents Toward Addictive Substances: Hope and Self-Control as Protective Factors
by Serkan Cengiz, Mehmet Emin Turan and Eyüp Çelik
Children 2025, 12(1), 106; https://doi.org/10.3390/children12010106 - 17 Jan 2025
Cited by 1 | Viewed by 1141
Abstract
Background: Experiences of ostracism may be related to attitudes toward substance abuse. However, the protective factors underlying this relationship are still unclear. Therefore, based on the Need-threat and Self-control theory, we aimed to test a model in which self-control and hope mediate [...] Read more.
Background: Experiences of ostracism may be related to attitudes toward substance abuse. However, the protective factors underlying this relationship are still unclear. Therefore, based on the Need-threat and Self-control theory, we aimed to test a model in which self-control and hope mediate the relationship between ostracism and attitudes toward addictive substances. Methods: In this model, we highlighted risk factors (ostracism) and protective factors (self-control and hope). This study was a cross-sectional data analysis of 787 students (52.50% boys, 47.50% girls; Mage = 15.69, SD = 1.12). Results: The results revealed that ostracism was positively associated with attitudes toward addictive substances, and evidence was provided that this relationship was mediated by hope and self-control. Ultimately, the research highlights the link between ostracism and attitudes toward addictive substances, identifying hope and self-control as mediators. Conclusions: This study highlights individual risk and protective factors related to attitudes toward addictive substances and offers new perspectives on ways to prevent and reduce adolescents’ positive attitudes toward substance use. School counselors and educators should help students strengthen skills such as hope and self-control to prevent them from developing positive attitudes toward substance use in the future. Full article
(This article belongs to the Special Issue Children’s Well-Being and Mental Health in an Educational Context)
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14 pages, 514 KiB  
Article
Psychological Impact of Distance Learning on Children and Adolescents in Saudi Arabia: A Multi-City Analysis of Behavioral and Mental Health Outcomes During the COVID-19 Pandemic
by Samah H. Alkhawashki, Maram H. AlTuwairqi, Ahmad H. Almadani, Afnan A. Almarshedi, Rahaf Alasiri, Noha A. Mobeireek, Mishaal R. Alrashoud, Noura A. Abouammoh, Fatimah S. Alshahrani, Areej A. AlFattani and Shuliweeh Alenezi
Children 2024, 11(12), 1551; https://doi.org/10.3390/children11121551 - 20 Dec 2024
Viewed by 1510
Abstract
Background: The COVID-19 pandemic triggered a global transition to distance learning, which significantly impacted children’s mental health. In Saudi Arabia, remote education began on 8 March 2020, lasting between 1.5 to 2.5 years. This study aims to explore the psychological effects of distance [...] Read more.
Background: The COVID-19 pandemic triggered a global transition to distance learning, which significantly impacted children’s mental health. In Saudi Arabia, remote education began on 8 March 2020, lasting between 1.5 to 2.5 years. This study aims to explore the psychological effects of distance learning on children and adolescents, with a focus on mental health challenges and coping mechanisms. Methods: A cross-sectional study was conducted using an online survey distributed to parents of children aged 6 to 18 in the major metropolitan areas of Jeddah and Riyadh. The survey included demographic questions and the Arabic version of the Vanderbilt ADHD Diagnostic Rating Scale, a tool for assessing behavioral challenges, anxiety, and symptoms of attention deficit hyperactivity disorder (ADHD). Results: A total of 71.6% of families reported a positive experience with distance learning. A significant correlation was found between parents’ marital status and children’s ability to cope with remote education. Interestingly, children without ADHD symptoms experienced three times more negative outcomes than those with ADHD symptoms. However, despite reporting fewer negative experiences, children with ADHD exhibited increased symptom severity and academic difficulties. Of the students, 5.4% were diagnosed with predominantly inattentive ADHD, 1.8% with predominantly hyperactive/impulsive ADHD, and 3.9% with combined ADHD. Additionally, 7.2% of students screened positive for oppositional defiant disorder, 1.5% for conduct disorder, and 6.6% for anxiety or depression. Children from separated or divorced families were more likely to exhibit ADHD symptoms (p = 0.002). Children with ADHD symptoms reported a more positive experience with distance learning (p < 0.05). Conclusion: This study represents the first comprehensive, multi-city investigation in Saudi Arabia examining the relationship between distance learning, sociodemographic factors, and mental health symptoms in children. The findings highlight the psychological challenges faced by children during the pandemic and emphasize the need for targeted interventions to support both mental health and academic outcomes. These results offer valuable insights for future research and inform strategies to address children’s well-being in scenarios involving distance learning. Full article
(This article belongs to the Special Issue Children’s Well-Being and Mental Health in an Educational Context)
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