Educational Institutions Under Pressure: An Analysis of Well-Being Strategies for Teachers, Students, and Families
A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Education and Psychology".
Deadline for manuscript submissions: 11 January 2027 | Viewed by 28
Special Issue Editors
Interests: teachers and students burnout; coping strategies; personality; school well-being; bullying and cyberbullying
Interests: collaborative learning; technology-mediated learning; socio-materiality, emotional and cultural dimensions of innovative educational practices; hybrid learning environments
Special Issues, Collections and Topics in MDPI journals
Interests: child development; theory of mind; education; judgment and decision making; narrative; cognitive development; argumentation; learning
Interests: burnout; self-efficacy; the role of supportive school environments; students’ development; family influences on educational and career choices, future orientation, and mental health
Special Issue Information
Dear Colleagues,
Educational institutions have been recognized as key contexts for fostering social innovation and developmental change for a long time. Yet, these processes are rarely linear and are often shaped by tensions and constraints. Contemporary educational contexts are increasingly affected by rapid social, economic, cultural, and technological transformations, which, together with parental expectations, families’ perceptions of school institutions, the intensification of workloads, and the widening of educational inequalities, significantly affect the well-being of teachers, students, and families. Additional challenges—such as school disengagement, NEET trajectories, and the growing incidence of bullying and cyberbullying—further complicate the institutional landscape, revealing structural vulnerabilities that impact the quality of relationships among all actors within the school system and highlighting the need for evidence‑based strategies to support psychological health and adaptive functioning.
In this scenario, well-being emerges as a central construct for understanding how individuals and groups manage demands, regulate stress, and sustain motivation within educational contexts. Identifying risk factors, protective processes, and effective interventions is essential. This Special Issue aims to present and disseminate the most recent advances related to well-being‑oriented strategies within educational institutions, welcoming theoretical, empirical, and applied contributions.
Topics of interest for publication include, but are not limited to, the following:
- Burnout and stress among teachers and students;
- Bullying and school climate;
- Wellness and wellbeing promotion;
- Coping strategies;
- Family–school relationships;
- Family and student expectations;
- Well-being and challenges of special needs teachers;
- NEET phenomenon;
- Educational inequalities;
- School dropout;
- Moral reasoning, decision‑making and theory of mind;
- Educational technologies and technostress.
Dr. Pietro Crescenzo
Dr. Giuseppe Ritella
Dr. Elisabetta Lombardi
Dr. Giacomo Angelini
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 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
- burnout
- teachers
- students
- NEET
- technology
- learning process
- decision making
- bullying
- cyberbullying
- school dropout
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