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Education Sciences
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Promoting Mental Health and Wellbeing in Education: Counselling, Collaboration, and...
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Promoting Mental Health and Wellbeing in Education: Counselling, Collaboration, and Practice

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

Deadline for manuscript submissions: closed (31 January 2026) | Viewed by 7330

Special Issue Editor

Prof. Ruth Falzon

E-Mail Website
Guest Editor
Faculty for Social Wellbeing, University of Malta, Msida, Malta
Interests: school counselling; dyslexia, wellbeing and auto/ethnography; learning disabilities/specific learning difficulties; personal and social development/emotional literacy/processing; inclusion and literacy access to learning

Special Issue Information

Dear Colleagues,

This Special Issue explores the intersections of education, counselling, and mental health, focusing on agency, lived experience, and transformative practice. We aim to showcase critical perspectives beyond clinical models by amplifying service user voices and promoting inclusive, rights-based approaches to wellbeing in educational contexts. Contributions grounded in mad studies, critical disability studies, and participatory research are especially welcomed. The issue invites theoretical, empirical, and practice-based submissions highlighting school counsellors’ roles, interdisciplinary collaborations, student voices, and the challenges of navigating mental health systems from within and outside institutions.

Prof. Ruth Falzon
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 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

  • student agency
  • school counselling
  • mental health in education
  • mad studies
  • service user involvement
  • inclusive practice
  • trauma-informed education
  • participatory research
  • critical perspectives on wellbeing

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

Published Papers (4 papers)

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Research

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23 pages, 735 KB  
Article
Collaboration and Challenges in School Social Work Within South African Public Schools: A Case of the Gauteng Province
by Gift Khumalo
Educ. Sci. 2026, 16(3), 446; https://doi.org/10.3390/educsci16030446 - 16 Mar 2026
Viewed by 451
Abstract
In collaboration with various stakeholders, including learners, parents, teachers, district administrators, and community organizations, school social workers (SSWs) can positively influence the school ethos, reduce risks and barriers to learning, and increase learners’ resilience. This collaboration is particularly crucial in low- and middle-income [...] Read more.
In collaboration with various stakeholders, including learners, parents, teachers, district administrators, and community organizations, school social workers (SSWs) can positively influence the school ethos, reduce risks and barriers to learning, and increase learners’ resilience. This collaboration is particularly crucial in low- and middle-income countries, where psychosocial well-being support structures are lacking, significantly affecting learners’ well-being. This exploratory qualitative study aimed to explore the nature of collaboration in the practice of school social work in South African public schools in Gauteng province. Semi-structured interviews were conducted with 17 SSWs who provided informed consent. Reflexive thematic analysis confirms that SSWs actively promote and participate in interdisciplinary and inter-organizational collaboration to support learners. These collaborations were crucial for addressing complex issues such as child protection, substance abuse, mental health, and poverty. However, the identified challenges include limited participation by experts, key stakeholders, and parents, as well as poor coordination between the social development and education departments. These challenges hinder SSWs’ ability to address learners’ diverse needs effectively. Therefore, the study argues for a shift toward more formalized, uniform partnerships and proposes operational strategies to strengthen collaboration and the practice of school social work within the broader school system. Full article
(This article belongs to the Special Issue Promoting Mental Health and Wellbeing in Education: Counselling, Collaboration, and Practice)
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18 pages, 259 KB  
Article
Mental Health Services for Medical Students in Poland: 2025 Update of a National Evaluation
by Mateusz Guziak, Julia Terech, Pola Sarnowska, Magdalena Błażek and Maciej Walkiewicz
Educ. Sci. 2025, 15(12), 1641; https://doi.org/10.3390/educsci15121641 - 5 Dec 2025
Viewed by 1781
Abstract
Background: The mental health of medical students is a global concern, with high rates of depression, anxiety, burnout, and suicidal ideation. Despite growing awareness, mental health services in higher education remain inconsistent and underfunded in many countries. Poland represents a particularly vulnerable case, [...] Read more.
Background: The mental health of medical students is a global concern, with high rates of depression, anxiety, burnout, and suicidal ideation. Despite growing awareness, mental health services in higher education remain inconsistent and underfunded in many countries. Poland represents a particularly vulnerable case, with a rapidly expanding medical education sector, limited public investment in student mental health. This study presents the third edition of a nationwide assessment evaluating psychological support services for medical students across all accredited Polish medical universities in 2025. Methods: An 11-item questionnaire was administered to all 33 Polish universities offering medical degree programmes. The questionnaire assessed service availability, delivery modalities, language accessibility, funding, communication strategies, crisis response, and targeted support for vulnerable student groups. Data collection took place between January and March 2025, with a response rate of 79% (N = 26). Results: Out of 26 institutions, 25 reported offering some form of psychological support for medical students. Services were free of charge at most universities and typically managed by internal university units. Hybrid delivery models were predominant (84%), while only 48% imposed no limit on the number of consultations. Multilingual support was available at 84% of institutions, and 80% provided supplementary mental health initiatives, such as workshops and mindfulness sessions. However, only 36% offered targeted services for at-risk groups, and just one institution published data on service utilization. Significant disparities were observed in funding, scope, accessibility, and evaluation practices. While some institutions demonstrated innovative and inclusive approaches, many lacked integration, transparency, and sustainability. Conclusions: Despite measurable progress since 2019, psychological support for Polish medical students remains fragmented and reactive. While many academic institutions have taken meaningful steps to support student mental health, lasting and equitable change might require systemic coordination and long-term investment. Without it, even the most dedicated local efforts risk being insufficient- ultimately undermining not only students’ well-being, but also the quality, safety, and sustainability of the future healthcare workforce. Full article
(This article belongs to the Special Issue Promoting Mental Health and Wellbeing in Education: Counselling, Collaboration, and Practice)
21 pages, 731 KB  
Article
Resilience Profiles of Teachers: Associations with Psychological Characteristics and Demographic Variables
by Athena Daniilidou, Maria Platsidou, Andreas Stafylidis and Savvas Stafylidis
Educ. Sci. 2025, 15(10), 1358; https://doi.org/10.3390/educsci15101358 - 13 Oct 2025
Cited by 1 | Viewed by 2660
Abstract
This study aimed to examine what makes a teacher resilient by investigating the psychological and contextual characteristics that distinguish more resilient educators from their peers. Specifically, it explored the relationships of psychological resilience with emotional intelligence, meaning in life, burnout, and self-efficacy among [...] Read more.
This study aimed to examine what makes a teacher resilient by investigating the psychological and contextual characteristics that distinguish more resilient educators from their peers. Specifically, it explored the relationships of psychological resilience with emotional intelligence, meaning in life, burnout, and self-efficacy among primary and secondary school teachers. Drawing on data from two independent but methodologically aligned studies (N = 222 and N = 407, respectively), cluster analyses identified two distinct teacher profiles in each study: high-resilience and lower-resilience. Teachers in the high-resilience group consistently reported higher emotional intelligence (in Study 1), greater self-efficacy, and lower levels of burnout (in Study 2). Interestingly, while the presence of meaning in life did not differ significantly between groups, high-resilience teachers were more actively engaged in the search for meaning (in Study 1). Analyses of teachers’ demographics revealed modest associations between resilience and gender or marital status, with women and partnered individuals more frequently represented in the high-resilience profile. No significant differences were observed concerning age, experience, or educational background. These findings support theoretical models that conceptualize resilience as a dynamic, multidimensional construct shaped by emotional, motivational, and social resources rather than fixed demographic traits. Implications for teacher training, institutional policy, and future resilience research are discussed. Full article
(This article belongs to the Special Issue Promoting Mental Health and Wellbeing in Education: Counselling, Collaboration, and Practice)
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27 pages, 745 KB  
Systematic Review
Creative and Metacognitive Strategies in Anti-Bullying Programs: A Systematic Review
by Georgeta Diac, Tudorița Grădinariu, Rotem Maor, Nicoleta Rogoz and Adina-Petronela Vechiu
Educ. Sci. 2025, 15(11), 1457; https://doi.org/10.3390/educsci15111457 - 2 Nov 2025
Cited by 1 | Viewed by 1875
Abstract
In a global context marked by an increase in acts of aggression in schools, it is essential to focus on discovering new theoretical benchmarks and practical strategies for prevention and intervention in such situations. This article, evidence of this concern, aims to identify [...] Read more.
In a global context marked by an increase in acts of aggression in schools, it is essential to focus on discovering new theoretical benchmarks and practical strategies for prevention and intervention in such situations. This article, evidence of this concern, aims to identify (1) how common school anti-bullying programs are that integrate creativity and metacognition processes, (2) what the theoretical background is that justifies the application of these tools in anti-bullying programs, and (3) what the elements of methodology and the evaluation criteria and methods are that have been applied in these programs. We conducted a rigorous analysis, using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), of articles identified in the Web of Science Core Collection, PubMed, PsychoNet, and Eric Gov. Out of the total 203 articles identified that met the inclusion criteria, only 11 were finally selected. Analyzing the training/teaching, learning, and evaluation methods proposed in the programs in the 11 articles, we synthesized and developed a theoretical model that highlights how creative and metacognitive processes contribute to cognitive and behavioral dynamics when addressing bullying. This holistic approach could provide policymakers, researchers, administrators, principals, and teachers with a theoretical framework for developing and implementing practical and effective interventions against bullying in schools. Full article
(This article belongs to the Special Issue Promoting Mental Health and Wellbeing in Education: Counselling, Collaboration, and Practice)
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