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IJERPH
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Mental Health and Health Promotion in Young People
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Mental Health and Health Promotion in Young People

A special issue of International Journal of Environmental Research and Public Health (ISSN 1660-4601). This special issue belongs to the section "Behavioral and Mental Health".

Deadline for manuscript submissions: 30 September 2025 | Viewed by 7493

Special Issue Editors

Prof. Dr. Margarida Gaspar De Matos

E-Mail Website
Guest Editor
Faculty of Human Sciences, Portuguese Catholic University, 1649-023 Lisbon, Portugal
Interests: mental health; children; adolescent; lifestyles; positive development
Special Issues, Collections and Topics in MDPI journals
Dr. Diego Gomez-Baya

E-Mail Website
Guest Editor
Department of Social, Developmental and Educational Psychology, Universidad de Huelva, 21071 Huelva, Spain
Interests: mental health; children; adolescent; lifestyles; positive development
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

We are hereby presenting a Special Issue on mental health and health promotion in young people. Adolescence and youth are key stages of development in which many habits and lifestyles are initiated and established, and where consolidated lifestyles are initiated in earlier stages that may influence health and wellbeing in adulthood.

After the recent pandemic, mental health was severely affected in all demographics; more research is required focusing on young people given that they are in a complex period of development and life. The analysis of the key risk and protective factors for health and well-being throughout gives us clues for the design of programs that promote a healthier and more resilient adolescence and transition to adulthood.

For this Special Issue, empirical works that collect research results or intervention programs related to health and wellbeing are welcome for submission. Regarding mental health, we will consider both positive indicators of psychological wellbeing and thriving, as well as psychological symptoms or unwellness. We also have special interest in healthy lifestyles (such as exercise and physical activity, sleep quality, healthy eating, etc.) and risk behaviors (such as substance use, internet abuse, videogames, sedentary lifestyle, etc.).

Systematic literature reviews and metanalysis may be also considered for publication.

Prof. Dr. Margarida Gaspar Gaspar De Matos
Dr. Diego Gomez-Baya
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 single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. International Journal of Environmental Research and Public Health 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 2500 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
  • adolescence
  • youth
  • thriving
  • positive development
  • risk prevention
  • health promotion

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Published Papers (4 papers)

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Research

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17 pages, 1825 KiB  
Article
School-Based Mental Health Education: Program Effectiveness and Trends in Help-Seeking
by Jean Kirnan, Gianna Fotinos, Kelsey Pitt and Gavin Lloyd
Int. J. Environ. Res. Public Health 2025, 22(4), 523; https://doi.org/10.3390/ijerph22040523 - 29 Mar 2025
Viewed by 741
Abstract
One of the strategies to address the persistent youth mental health crisis is school-based educational programming. This paper reports on two distinct studies regarding Coming Up for AIR, a school-based mental health education program: (1) program effectiveness, measured as gains in student [...] Read more.
One of the strategies to address the persistent youth mental health crisis is school-based educational programming. This paper reports on two distinct studies regarding Coming Up for AIR, a school-based mental health education program: (1) program effectiveness, measured as gains in student mental health literacy; and (2) trends in help-seeking behavior before, during, and after the pandemic. A survey on program content was administered to assess program effectiveness. Data collected between 2020 and 2023 from four schools yielded 473 responses. A comparison of pre- and post-scores demonstrated statistically significant gains in program content. Mental health literacy improved across gender and grade level (8th, 9th, and 10th), as well as for students with prior exposure to a mental health curriculum. In the second study, help-seeking behavior was evaluated before, during, and after the pandemic. While other programs measure intention, Coming Up for AIR measures actual behavior as students can ask for help for themselves or a friend. Data did not reflect individual student responses, but rather were aggregated and provided the number of students per presentation who requested help. Archived declaration card data from January 2019 through February 2024 was accessed, representing 28 different schools and 16,289 middle and high school student responses. School-level data were analyzed by grade level (middle school or high school) and date (pre-, intra-, or post-COVID-19). Significant differences in self-referral were found for both grade level and presentation date. Self-referrals were significantly higher post-COVID-19 compared to pre-COVID-19 with middle schoolers increasing 90% and high school students increasing 36%. Analysis of friend referrals showed a significant difference for grade level, but not presentation date. Again, middle school students were more likely to make a referral than high schoolers. The data suggest that the mental health crisis in middle school students persists at an alarming rate. Schools are at the forefront of addressing mental health issues for youth. External educational programming can bring awareness to mental health concerns and promote help-seeking in youth. Full article
(This article belongs to the Special Issue Mental Health and Health Promotion in Young People)
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9 pages, 304 KiB  
Article
The Influence of Likes and Sexist Attitudes on Adolescent Self-Esteem in Social Networks
by Yéxica Flores Valdés, Antonio Daniel García-Rojas, Angel Hernando Gómez and Javier del Rio Olvera
Int. J. Environ. Res. Public Health 2024, 21(12), 1647; https://doi.org/10.3390/ijerph21121647 - 10 Dec 2024
Viewed by 940
Abstract
The Internet allows teenagers to express their identity through the publication of images and texts on social networks, but sometimes they may develop self-esteem problems as a result. The present study analyzed self-esteem levels, and their relationship with sexism, Internet use and the [...] Read more.
The Internet allows teenagers to express their identity through the publication of images and texts on social networks, but sometimes they may develop self-esteem problems as a result. The present study analyzed self-esteem levels, and their relationship with sexism, Internet use and the influence of likes, in 309 subjects, by asking them about Internet use, social networks, self-esteem and sexism. The results showed low levels of self-esteem, although boys scored higher on the overall scale and for hostile sexism. Similarly, those with higher percentages of low self-esteem showed higher scores for benevolent sexism. It can be concluded that the use of social networks and the Internet, in relation to sexist attitudes, influences adolescents’ self-esteem and social construction. Full article
(This article belongs to the Special Issue Mental Health and Health Promotion in Young People)
22 pages, 2694 KiB  
Article
Effects of a Social–Emotional Learning Intervention on Social–Emotional Competencies and Behavioral Problems in Elementary Students Amid COVID-19
by Raquel Raimundo, Sofia Oliveira, Magda Sofia Roberto and Alexandra Marques-Pinto
Int. J. Environ. Res. Public Health 2024, 21(9), 1223; https://doi.org/10.3390/ijerph21091223 - 17 Sep 2024
Viewed by 3011
Abstract
This study investigated whether a social–emotional learning program, implemented over a one-year period, could lead to gains in social–emotional competencies and to a reduction in internalizing and externalizing problems in the context of the COVID-19 pandemic. Furthermore, the program analyzed how students (boys [...] Read more.
This study investigated whether a social–emotional learning program, implemented over a one-year period, could lead to gains in social–emotional competencies and to a reduction in internalizing and externalizing problems in the context of the COVID-19 pandemic. Furthermore, the program analyzed how students (boys vs. girls) with varying levels of social–emotional competencies and externalizing and internalizing problems, and from different socioeconomic backgrounds, were differently affected. The program was applied to 358 Portuguese third- and fourth-grade students (51.4% boys, Mage = 8.56; SD = 0.82). Self-report (students) and hetero-report (teachers) questionnaires were administered before and after the intervention. Linear mixed-effects models were computed to test intervention impacts. Significant intervention gains were noted in social–emotional learning competencies, namely emotional knowledge, social competence, peer relations, self-management, and academic behavior, and in externalizing (social problems) and internalizing (anxiety) problems. No effects were found in aggressiveness. Students with lower social–emotional competencies and higher externalizing and internalizing problems at baseline profited more from the program. Gender moderated both emotional knowledge and social problems, and socioeconomic status only moderated social problems. Findings highlight the effectiveness of this social–emotional learning program, especially for students facing initial challenges. Recommendations for future research, acknowledging limitations and strengths, are discussed. Full article
(This article belongs to the Special Issue Mental Health and Health Promotion in Young People)
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18 pages, 1204 KiB  
Study Protocol
Mixed Methods Study Protocol: Language Identity, Discrimination, and Mental Health among Multilingual 1.5 Generation Asian/Asian American Immigrant Young Adults
by Chulwoo Park, Mark Edberg, Janet Yougi Bang and Avizia Yim Long
Int. J. Environ. Res. Public Health 2024, 21(10), 1311; https://doi.org/10.3390/ijerph21101311 - 30 Sep 2024
Viewed by 1606
Abstract
Language identity, an understudied factor, can influence isolation and discrimination, leading to disparities in well-being and mental health among immigrants. This study aims to investigate the role of language identity on structural racism and discrimination among 1.5 generation Asian/Asian American immigrants in a [...] Read more.
Language identity, an understudied factor, can influence isolation and discrimination, leading to disparities in well-being and mental health among immigrants. This study aims to investigate the role of language identity on structural racism and discrimination among 1.5 generation Asian/Asian American immigrants in a diverse U.S. state. We developed a three-step sequential approach: Stage 1—qualitative analysis (1A, focus group discussion; 1B, in-depth interviews); Stage 2—quantitative analysis (2A, language identity measurement scale; 2B, cross-sectional online survey; 2C, multivariate multiple linear regression); Stage 3—another round of qualitative analysis (3A, follow-up in-depth chronological interviews). Therefore, this study will contribute to the field by introducing a novel three-step mixed methods approach, marking a notable improvement over conventional explanatory or exploratory sequential designs. Full article
(This article belongs to the Special Issue Mental Health and Health Promotion in Young People)
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