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

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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 9962

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Special Issue Editors

Dr. Till Kaiser

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Guest Editor

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

Prof. Dr. Christian Reintjes

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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

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 double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences 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 1800 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

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 (10 papers)

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Research

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18 pages, 942 KiB

Open AccessArticle

Life Satisfaction of International Students: (How) Do Study Demands, Institutional, and Individual Resources Matter?

by Juan Serrano-Sánchez, Julia Zimmermann, Edgar Hahn and Dina Kuhlee

Educ. Sci. 2025, 15(7), 918; https://doi.org/10.3390/educsci15070918 - 17 Jul 2025

Viewed by 174

Abstract

International students are an important group at German higher education institutions. Yet few studies have considered the psychosocial situation of these students. The present study combines the study demands-resources model (SD-R model) and the acculturation framework to adapt the former to the specific situation of international students, and examines the effects of study demands, institutional resources, individual resources (acculturation orientations, i.e., affective and cognitive orientations towards the home and host country), stress, and engagement on their life satisfaction as one indicator of well-being. We used cross-sectional survey data from 503 international students across more than 20 higher education institutions. Latent structural equation models showed that lower study demands were associated with lower stress and higher student engagement, which in turn predicted greater life satisfaction. Although higher institutional resources also related to increased engagement and, thus, higher life satisfaction, they were unexpectedly linked to increased stress, which was in turn associated with lower life satisfaction. Additionally, the expected positive effect of affective host country orientation on life satisfaction, mediated through perceived stress and engagement, was confirmed. The consideration of acculturation orientations in the SD-R model helps to understand the specific conditions of well-being amongst international students in Germany. Full article

(This article belongs to the Special Issue Mind Matters: Exploring Mental Health and Well-Being in the Education System)

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16 pages, 284 KiB

Open AccessArticle

Emotion Management as Key to Mental Health? Teachers’ Emotions and Support Systems

by Ricarda Rübben

Educ. Sci. 2025, 15(7), 886; https://doi.org/10.3390/educsci15070886 - 11 Jul 2025

Viewed by 456

Abstract

In addition to recruiting new staff, retaining qualified teachers and supporting their mental well-being are becoming key priorities in German schools. One crucial factor associated with well-being is the use of emotion management. Given the emotional demands of the teaching profession, this study examines teachers’ strategies to manage their work-related emotions and the role of school-based support in maintaining mental health. The analysis is based on interviews with 51 primary and secondary school teachers in Germany, using thematic analysis following Braun and Clarke. The results indicated that teachers employed various strategies to manage their emotions. In classroom settings, suppression—a response-focused strategy—was frequently used. Outside the classroom, teachers tended to seek emotional relief through attentional shifts and conversations with colleagues or family, which offer reassurance, cognitive reframing, and emotional release. The findings underscore the importance of a supportive school culture characterized by collegial exchange, supervision, counseling, and committed leadership. Such environments can reduce emotional strain and contribute significantly to teachers’ well-being. Implementing opportunities for consultation and collegial case discussion during working hours may represent a valuable investment in teacher retention, particularly in times of teacher shortages. Full article

(This article belongs to the Special Issue Mind Matters: Exploring Mental Health and Well-Being in the Education System)

16 pages, 1038 KiB

Open AccessArticle

Impact of COVID-19 School Closures on German High-School Graduates’ Perceived Stress: A Structural Equation Modeling Study of Personal and Contextual Resources

by Tim Rogge and Andreas Seifert

Educ. Sci. 2025, 15(7), 844; https://doi.org/10.3390/educsci15070844 - 2 Jul 2025

Viewed by 255

Abstract

COVID-19 school closures forced German high-school graduates (Abitur 2022 cohort) to prepare for their final examinations with lengthy learning times at home. Guided by transactional stress theory, we tested how personal resources—self-regulated learning (SRL) skills and academic self-efficacy—and contextual resources—perceived teacher support and teacher digital competence—jointly predicted perceived stress during exam preparation. A cross-sectional online survey (June–July 2022) yielded complete data from N = 2379 students (68% female; Mage = 18.3). Six latent constructs were measured with 23 items and showed adequate reliability (0.71 ≤ α/ω ≤ 0.89). A six-factor CFA fit the data acceptably (CFI = 0.909, RMSEA = 0.064). The structural equation model (CFI = 0.935, RMSEA = 0.064) explained 35% of the variance in stress and 23% of the variance in SRL—action. Academic self-efficacy (β = −0.31, p < 0.001), perceived support (β = −0.28, p < 0.001), teacher digital competence (β = −0.08, p < 0.001), COVID-19 learning disruptions (β = +0.13, p < 0.001), and gender (male = 0.32 SD lower stress, p < 0.001) had direct effects on stress. SRL—action’s direct path was small and non-significant (β = −0.02). Teacher digital competence also reduced stress indirectly through greater perceived support (standardized indirect β = −0.11, p < 0.001). The results highlight self-efficacy and perceived instructional support as the most potent buffers of pandemic-related stress, whereas cancelled lessons added strain. Boosting teachers’ digital pedagogical skills has a dual payoff—raising students’ sense of support and lowering their stress. Full article

(This article belongs to the Special Issue Mind Matters: Exploring Mental Health and Well-Being in the Education System)

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16 pages, 788 KiB

Open AccessArticle

The Mediating Role of Perceived Stress and Student Engagement for Student Teachers’ Intention to Drop Out of University in Germany: An Analysis Using the Study Demands–Resources Model Under Pandemic and Post-Pandemic Conditions

by Edgar Hahn, Dina Kuhlee, Julia Zimmermann and Juan Serrano-Sánchez

Educ. Sci. 2025, 15(6), 719; https://doi.org/10.3390/educsci15060719 - 8 Jun 2025

Viewed by 836

Abstract

This article examines the interplay between study demands, institutional resources, and individual resources, specifically resilience, with the perceived stress, study engagement, and dropout intentions of student teachers using the Study Demands–Resources model. The aim is to describe the relevance of these variables in relation to student teachers’ intention to drop out of their studies as an indicator of student success. Further, we aim to explore whether the correlation structures can also be confirmed under different conditions, particularly in the context of the COVID-19 pandemic. To answer these questions, data collected under pandemic study conditions (N_LA1 = 510) and post-pandemic study conditions (N_LA2 = 433) are used and analysed by SEM. The results show that the Study Demands–Resources model is applicable in the two different contexts based on its validation in both study contexts. In line with the model, in both contexts, perceived stress and student engagement were significantly related to student teachers’ dropout intentions. Furthermore, study demands and resilience influenced perceived stress, which in turn affected dropout intentions, whereas institutional resources were associated with dropout intentions via student engagement. This article contextualises the findings within the existing research landscape. Based on the results, theoretical implications are discussed and approaches to reduce perceived stress in a sustainable manner to support student teachers and their academic success are described. Full article

(This article belongs to the Special Issue Mind Matters: Exploring Mental Health and Well-Being in the Education System)

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19 pages, 2875 KiB

Open AccessArticle

Buffer or Boost? The Role of Job Resources in Predicting Teacher Work Engagement and Emotional Exhaustion in Different School Types

by Christian Reintjes, Till Kaiser, Isabelle Winter and Gabriele Bellenberg

Educ. Sci. 2025, 15(6), 708; https://doi.org/10.3390/educsci15060708 - 6 Jun 2025

Viewed by 498

Abstract

Drawing upon the Job Demands-Resources (JD-R) model, this study examines the association between different school types and teacher work engagement as well as emotional exhaustion, in addition to the moderating roles of job (collegial and school management support) and individual (resilience) resources. We utilized multivariate regression models with interaction terms, applied to data from the GEW-Frühjahrsreport 2025—a cross-sectional quantitative survey assessing teacher well-being (TWB) among a representative sample of 5859 teachers in North Rhine-Westphalia. The findings reveal that vocational and special needs schools are associated with significantly higher work engagement and lower emotional exhaustion compared to other school types. Resilience emerged as the strongest predictor across both outcomes, followed by school management support. Moderation analyses indicate predominantly boosting effects, meaning that job resources exert greater positive influence in already-favorable school contexts. These results challenge the assumption that job resources primarily serve as buffers in high-demand settings. Instead, the study highlights the importance of systemic conditions and leadership quality in enabling the effective utilization of resources. Implications are discussed with regard to professional development, structural school reform, and the integration of well-being into educational policy. Full article

(This article belongs to the Special Issue Mind Matters: Exploring Mental Health and Well-Being in the Education System)

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21 pages, 295 KiB

Open AccessArticle

Do Refugee Students Feel Well at School? An Analysis of the Influence of Individual, Social, and Structural Factors

by Gisela Will, Andreas Horr, Regina Becker and Christoph Homuth

Educ. Sci. 2025, 15(6), 702; https://doi.org/10.3390/educsci15060702 - 4 Jun 2025

Viewed by 621

Abstract

Well-being at school is central to successful learning and dealing with challenges at school. While previous research mostly explored general student well-being, less attention has been paid to the specific challenges faced by refugee students, who enter the school system as lateral entrants and represent a particularly vulnerable group. Building on an established multilevel theoretical framework, we examine the interplay between individual factors (e.g., academic performance), social factors (e.g., peer relationships), and structural factors (e.g., school type). In addition to general factors, we particularly focus on refugee-specific factors (such as PTSD, asylum procedure uncertainties, and integration policies), which we integrate into the analytical model using the Cultural Stress Theory. Our analyses utilise data from the study ‘ReGES—Refugees in the German Educational System’. The sample comprises 2415 refugee adolescents who arrived in Germany between 2014 and 2018 and attend lower secondary school. Results from our multivariate analyses reveal that refugee-specific factors are significantly related to well-being beyond common predictors. An uncertain residence status, perceived discrimination, and cultural problems are negatively related to well-being at school, while teachers’ support for refugees shows positive associations. These results have important implications for educational policy and practice in supporting refugee student integration. Full article

(This article belongs to the Special Issue Mind Matters: Exploring Mental Health and Well-Being in the Education System)

18 pages, 2281 KiB

Open AccessArticle

Study Demands and Resources in Distance Education—Their Associations with Engagement, Emotional Exhaustion, and Academic Success

by Ina E. Pumpe and Kathrin Jonkmann

Educ. Sci. 2025, 15(6), 664; https://doi.org/10.3390/educsci15060664 - 28 May 2025

Cited by 1 | Viewed by 610

Abstract

Distance learning offers enhanced flexibility and reduced access restrictions, making it increasingly popular among non-traditional students and those juggling academic studies with professional and family obligations. This study explored the associations between study demands and resources (decision latitude and social support from lecturers and peers) and different study outcomes by applying the Job Demands-Resources Model in a distance learning context. Based on the model’s assumptions, we hypothesized that academic demands negatively predict study success in distance learning, while decision latitude and social support from lecturers and peers positively affect it. These associations were expected to be mediated by emotional exhaustion and different dimensions of engagement. The cross-sectional online study involved 286 psychology students from a German distance university. The multivariate path model revealed an association of demands and decision latitude with perceptions of competence and study satisfaction. While demands were significantly correlated with the grade point average, decision latitude was not. Consistent with the model’s assumptions, these effects were partially mediated by exhaustion and engagement. We did not find significant incremental associations of social support with the outcomes. The findings concerning measures to support students in distance education were discussed. Full article

(This article belongs to the Special Issue Mind Matters: Exploring Mental Health and Well-Being in the Education System)

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18 pages, 289 KiB

Open AccessArticle

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 5 | Viewed by 3443

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 = 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

(This article belongs to the Special Issue Mind Matters: Exploring Mental Health and Well-Being in the Education System)

Review

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23 pages, 372 KiB

Open AccessReview

What Does Digital Well-Being Mean for School Development? A Theoretical Review with Perspectives on Digital Inequality

by Philipp Michael Weber, Rudolf Kammerl and Mandy Schiefner-Rohs

Educ. Sci. 2025, 15(8), 948; https://doi.org/10.3390/educsci15080948 - 23 Jul 2025

Viewed by 329

Abstract

As digital transformation progresses, schools are increasingly confronted with psychosocial challenges such as technostress, digital overload, and unequal participation in digital (learning) environments. This article investigates the conceptual relevance of digital well-being for school development, particularly in relation to social inequality. Despite growing attention, the term remains theoretically underdefined in educational research—a gap addressed through a theory-driven review. Drawing on a systematic search, 25 key studies were analyzed for their conceptual understanding and refinement of digital well-being, with a focus on educational relevance. Findings suggest that digital well-being constitutes a multidimensional state shaped by individual, media-related, and socio-structural factors. It emerges when individuals are able to successfully manage the demands of digital environments and is closely linked to digital inequality—particularly in terms of access, usage practices, and the resulting opportunities for participation and health promotion. Since the institutional role of schools has thus far received limited attention, this article shifts the focus toward schools as key arenas for negotiating digital norms and practices and calls for an equity-sensitive and health-conscious perspective on school development in the context of digitalization. In doing so, digital well-being is repositioned as a pedagogical cross-cutting issue that requires coordinated efforts across all levels of the education system, highlighting that equitable digital transformation in schools depends on a critical reflection of power asymmetries within society and educational institutions. The article concludes by advocating for the systematic integration of digital well-being into school development processes as a way to support inclusive digital participation and to foster a health-oriented digital school culture. Full article

(This article belongs to the Special Issue Mind Matters: Exploring Mental Health and Well-Being in the Education System)

38 pages, 2568 KiB

Open AccessReview

Teacher Well-Being—A Conceptual Systematic Review (2020–2023)

by Laura Maria Kurrle and Julia Warwas

Educ. Sci. 2025, 15(6), 766; https://doi.org/10.3390/educsci15060766 - 17 Jun 2025

Cited by 1 | Viewed by 1025

Abstract

Teacher well-being (TWB) is increasingly recognized as being influential on educational outcomes, teacher retention, and overall school performance. However, despite a growing body of empirical research, TWB remains conceptually ambiguous, with multiple, often conflicting definitions and models, which hinders the comparability of findings. The essential question (What are the conceptual models of TWB that form the basis of studies?) is answered with a Conceptual Systematic Review (CSR), analyzing 168 recent publications, to synthesize the usage and frequency of TWB-related terms. The CSR identifies three perspectives—Conditions, Components, and Outcomes—each comprising multiple categories and subcategories that often show overlaps or inconsistencies. Our review reveals that within a widely shared notion of TWB as a psychological construct with positive cognitive and affective connotations, certain sets of factors, in particular individual factors such as beliefs/evaluations and emotions/affect, are proposed as conditions in some studies and as components in other studies. These results call for clearer distinctions between TWB’s constitutive elements and its (hypothetically) determining elements. By offering a systematic framework for understanding and sorting research on TWB, the reported review provides a foundation for future studies. Ultimately, a precise conceptualization could inform future interventions and policies aiming to foster TWB. Full article

(This article belongs to the Special Issue Mind Matters: Exploring Mental Health and Well-Being in the Education System)

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