Mind Matters: Exploring Mental Health and Well-Being in the Education System

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Education and Psychology".

Deadline for manuscript submissions: closed (15 April 2025) | Viewed by 3557

Special Issue Editors


E-Mail Website
Guest Editor
Institute of Educational Science, Universität Osnabrück, 49074 Osnabrück, Germany
Interests: well-being and loneliness; education and social inequality

E-Mail Website
Guest Editor
Institute of Educational Science, Universität Osnabrück, 49074 Osnabrück, Germany
Interests: teacher education research and school research on the topics of digitalization; multi-professional cooperation in all-day education and well-being

Special Issue Information

Dear Colleagues,

We are pleased to announce the Special Issue titled "Mind Matters: Exploring Mental Health and Well-Being in the Education System".

This Special Issue aims to investigate the vital connections between mental health, overall well-being, and the educational environment, with a particular emphasis on the political and structural factors influencing these domains.

In light of the increasing recognition of the roles that mental health and well-being play in fostering academic success and personal development, we invite contributions that critically examine aspects of these topics within educational settings. We welcome submissions addressing subjects such as the impact of academic stress on student performance and well-being, the role of social–emotional learning in enhancing resilience and interpersonal skills, and the effects of loneliness and social isolation on student engagement and academic achievement.

Furthermore, we strongly encourage discussions that reflect on how educational policies and disparities shape mental health and well-being.

Through the dissemination of research, practical experiences, and innovative approaches, this Special Issue aims to deepen the understanding of how to create supportive and inclusive learning environments that prioritize mental health and overall well-being for all students, while also addressing the underlying structural and political challenges.

We look forward to receiving your valuable contributions.

Deadline for abstract submissions: 15 November 2024

Best regards,

Dr. Till Kaiser
Prof. Dr. Christian Reintjes
Guest Editors

Manuscript Submission Information

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Keywords

  • mental health
  • well-being
  • educational environment
  • academic stress
  • social-emotional learning
  • resilience
  • student engagement
  • loneliness
  • social isolation
  • educational disparities
  • health promotion
  • education policy

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Published Papers (1 paper)

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Research

18 pages, 289 KiB  
Article
Happiness at School and Its Relationship with Academic Achievement
by Hernán Hochschild Ovalle, Miguel Nussbaum, Susana Claro, Pablo Espinosa and Danilo Alvares
Educ. Sci. 2024, 14(12), 1321; https://doi.org/10.3390/educsci14121321 - 30 Nov 2024
Cited by 2 | Viewed by 2430
Abstract
This study contributes to the growing body of research on the relationship between subjective well-being and academic performance in schools by providing a context-specific analysis of Chilean students. Using 2022 SIMCE data—a national standardized assessment in Chile—from 4th and 10th graders (N [...] Read more.
This study contributes to the growing body of research on the relationship between subjective well-being and academic performance in schools by providing a context-specific analysis of Chilean students. Using 2022 SIMCE data—a national standardized assessment in Chile—from 4th and 10th graders (N = 292,725), the research employs hierarchical linear modeling to explore how students’ school happiness relates with performance in language and mathematics, accounting for socioeconomic status, gender, origin, self-efficacy, and previous year’s grades. The findings reveal that students who self-report feeling happy at school tend to perform better academically, though this varies by grade level and subject. In early grades, happiness mitigates the negative effects of low socioeconomic status, with lower-income students benefiting more. By 10th grade, wealthier students and boys show a stronger association between happiness and academic performance, particularly in mathematics. This study also highlights the critical role of self-efficacy in math, showing that students with higher self-efficacy not only perform better but benefit from happiness at school. Additionally, foreign-origin students experience varying benefits, emphasizing the need for culturally responsive and gender-sensitive interventions. These findings underscore the importance of promoting happiness at school and academic self-efficacy to reduce educational inequalities and enhance learning outcomes. Full article
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