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Mind Matters: Exploring Mental Health and Well-Being in the Education...
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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 7059

Special Issue Editors

Dr. Till Kaiser

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

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

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

Published Papers (7 papers)

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Research

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16 pages, 1038 KiB  
Article
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 12
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 [...] Read more.
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  
Article
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 577
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 [...] Read more.
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 (NLA1 = 510) and post-pandemic study conditions (NLA2 = 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  
Article
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 374
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 [...] Read more.
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  
Article
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 438
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 [...] Read more.
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  
Article
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
Viewed by 398
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 [...] Read more.
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  
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 4 | Viewed by 3173
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
(This article belongs to the Special Issue Mind Matters: Exploring Mental Health and Well-Being in the Education System)

Review

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38 pages, 2568 KiB  
Review
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
Viewed by 514
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. [...] Read more.
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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