Search Results (659)

Background/Objectives: In light of the concerning research data on students’ mental health, it is essential to provide high-quality programs that support children and young people in strengthening their psychological well-being. To address this need, the three-year Erasmus+ KA3 international project PROMEHS: Promoting Mental Health at Schools was developed. The project involved universities and education policy representatives from seven European countries, Italy (project leader), Greece, Croatia, Latvia, Malta, Portugal, and Romania. Its core activities included the development of the PROMEHS curriculum, grounded in three key components: social and emotional learning, resilience, and the prevention of behavioral problems, alongside a rigorous evaluation of its implementation. The main research aim was to test the effect of PROMEHS on students’ and teachers’ mental health. Methods: In Croatia, the curriculum was introduced following the training of teachers (N = 76). It was implemented in kindergartens, and primary and secondary schools (N = 32), involving a total of 790 children. Using a quasi-experimental design, data were collected at two measurement points in both experimental and control groups by teachers, parents, and students. Results: The findings revealed significant improvements in children’s social and emotional competencies and resilience, accompanied by reductions in behavioural difficulties. These effects were most evident in teachers’ assessments, compared to parents’ ratings and student self-reports. Furthermore, teachers reported a significantly higher level of psychological well-being following implementation. Conclusions: Bearing in mind some study limitations, it can be concluded that this study provides evidence of the positive effects of PROMEHS in Croatian educational settings. Building on these outcomes and PROMEHS as an evidence-based program, a micro-qualification education was created to ensure the sustainability and systematic integration of the PROMEHS curriculum into Croatian kindergartens and schools. Full article

Background/Objectives: Youth with type 1 diabetes (T1DM) face unique challenges in balancing dietary choices, physical health outcomes, and social–emotional well-being in school settings. This cross-sectional exploratory pilot study examined the associations of diet with physical health and teacher-reported social–emotional functioning in students with T1DM. Methods: Students with T1DM (mean age = 13.42; 47 female, 50 male; 50% White, Non-Hispanic, 50% minority) self-reported their nutritional habits using the KBlock Dietary Screener for Children when school was in session. Teacher-rated school-related behaviors were assessed through the Behavior Assessment Scale for Children-2nd Edition (BASC-2). Canonical correlation analysis was conducted to determine whether the variable sets (diet with physical health and school-related behavioral health) shared a significant multivariate relationship. Results: Youth with lower glycemic loads and consuming more sugar, dairy, and meat/poultry/fish but fewer legumes, fruit, and less saturated fat exhibited fewer externalizing symptoms and higher BMI. Diet uniquely accounted for modest variance in combined social–emotional and physical health, controlling for demographics and T1DM duration. Findings support increasing the availability of whole, nutrient-rich foods, integrating comprehensive nutrition education into curricula, and ensuring access for all students, regardless of socioeconomic status. Conclusions: Comprehensive dietary assessments and school-based randomized control trials are needed to enact more evidence-based dietary recommendations or interventions for youth, aiming for a balanced approach that addresses both mental and physical health outcomes. Full article

Learning to teach represents a complex process of professional and personal transformation that involves constructing new professional identities, negotiating prior experiences, and engaging with the epistemologies of teaching. For both first- and second-career entrants, ITE is not only a pathway into employment but a significant phase of identity (re)formation and learning within the higher education context. Understanding the needs and challenges that pre-service teachers articulate during this phase therefore provides critical insight into how teacher education functions as a space of learning and belonging. Despite this, empirical research addressing this issue remains limited. Accordingly, the present study sought to address this gap by exploring the differences in the needs and challenges of first- and second-career pre-service teachers. Analysis of qualitative data collected from 123 Australian first- and second-career pre-service teachers revealed that both groups identified a strong need for more authentic, practice-based learning and sustained mentorship to bridge the persistent gap between theory and classroom practice. Despite shared concerns around behaviour management, assessment, and wellbeing, second-career entrants emphasised challenges related to transferring prior professional identities, navigating school cultures, and balancing study with family and financial responsibilities. These findings highlight the importance of differentiated, career-responsive approaches in initial teacher education that recognise diverse life experiences as central to professional learning and teacher identity formation. Full article

Digital inclusion has become an essential component in ensuring the autonomy, social participation, and well-being of older adults. However, their learning of digital skills depends to a large extent on the quality of support provided by the facilitator, whose age, training, and experience directly influence teaching processes and how older adults relate to technology. This study compares the digital competences, and ICT skills of 107 facilitators of digital literacy programs, classified into three groups: peer educators (PEERS), young students without gerontological training (YOS), and young gerontology specialists (YGS). A quantitative design was used. Statistical analyses included non-parametric tests (Kruskal–Wallis, Mann–Whitney, Kendall’s Tau) and parametric tests (ANOVA, t-tests), to examine associations between socio-demographic variables, the level of digital competence, and ICT skills for teachers (technological and pedagogical). The results show clear differences between profiles. YOS achieved the highest scores in digital competence, especially in problem-solving and tool handling. The YGS achieved a balanced profile, combining competent levels of digital skills with pedagogical strengths linked to their gerontological training. In contrast, PEERS recorded the lowest levels of digital competence, particularly in security and information management; nevertheless, their role remains relevant for fostering trust and closeness in training processes among people of the same age. It was also found that educational level is positively associated with digital competence in all three profiles, while age showed a negative relationship only among PEERS. The findings highlight the importance of creating targeted training courses focusing on digital, technological, and pedagogical skills to ensure effective, tailored teaching methods for older adults. Full article

In the context of the increasing digitalisation of education, teachers are facing growing technological demands that may affect their professional well-being. The aim of this study was to examine the relationship between digital competencies, technostress, and teachers’ professional well-being. The research was conducted on a sample of primary school teachers using validated questionnaires. The data were analysed using descriptive statistics, Pearson correlation analysis, multiple regression analysis, and one-way analysis of variance. The results showed a statistically significant negative relationship between digital competencies and technostress, as well as a positive relationship between digital competencies and professional well-being. Digital competencies proved to be a significant positive predictor of professional well-being, while technostress did not make a significant independent contribution. Differences in the level of technostress were also found with regard to teachers’ years of work experience. In conclusion, the results highlight the importance of strengthening digital competencies as a key resource for maintaining teachers’ professional well-being in a digital environment. Full article

The paper introduces ‘transformative’ curriculum initiatives such as education for sustainable development (ESD) and global citizenship education (GCED), which address ‘macro’ challenges such as climate change, together with ‘holistic’ approaches to student learning such as ‘social and emotional learning’ (SEL) and education for ‘life skills’, ‘21st century skills’, ‘transversal competencies’, AI-related ethics, and ‘health and well-being.’ These are reflected in Section 6 of the 2023 UNESCO Recommendation on Education for Peace, Human Rights and Sustainable Development. It is suggested that such broad goals put forward at global policy level may serve as inspiration for national context-specific programming, while also needing better integration of national insights and cultural differences into global discourse. The paper aims to provide insights to education policy-makers responsible for national curriculum, textbooks and other learning resources, teacher training and examination processes, helping them to promote the human values, integrity and sense of agency needed by students in a time of multiple global and personal challenges. This requires an innovative approach to curricula for established school subjects and can be included in curricula being developed for AI literacy and related ethics. Research into the integration of transformative and holistic dimensions into curricula, materials, teacher preparation, and assessment is needed, as well as ongoing monitoring and feedback. AI-supported networking and resource sharing at local, national and international level can support implementation of transformative and holistic learning, to maintain and strengthen the human dimensions of learning. Full article

Active music and movement engagement has been widely integrated in human socialization across history and cultures, and is particularly prevalent in early childhood play and learning. For clinical populations, music therapy is known to support social skills and wellbeing for young children. However, there is less evidence for the value of active music engagement for non-clinical populations in terms of supporting social and behavioral wellbeing in the early years. This study reports results from the Rhythm and Movement for Self-Regulation (RAMSR) program delivered by generalist kindergarten teachers in low socioeconomic communities. This randomized control trial involved 213 children across eight preschools in disadvantaged communities in Queensland, Australia. The intervention group received 16 to 20 sessions of RAMSR over eight weeks, while the control group undertook usual preschool programs. Data was collected through teacher report at pre and post intervention, and again six months later once children had transitioned into their first year of school. Robust mixed models accounting for repeated measures and clustering of children within kindergartens (random effects), evidenced significant intervention effects across the three time points for improved prosocial skills (p = 0.04, n_p² = 0.02), and reduced externalizing (p < 0.01, n_p² = 0.03) and internalizing behavior problems (p = 0.04; n_p² = 0.02), with small to moderate effect sizes. These findings highlight the valuable role that intentional active music engagement in universal settings such as preschool can play in terms of social and behavioral wellbeing. The importance of these results lies in the fact that children from lower socioeconomic backgrounds are more likely to experience risks to social and behavioral development, requiring additional supports, yet experience inequities in access to high-quality music and movement programs. Full article

Schools focus on the education of students, but it is recognised that student engagement and educational achievement are enhanced where student wellbeing is considered. Student wellbeing can be supported both in school and through connections to the school and broader community. While teachers seek to support student wellbeing, they are often ill-equipped, given workload and educational focus, limiting their capacity to address student wellbeing needs, particularly those linked to social or community issues. School social workers provide a valuable adjunct to the work of educators, enabling a greater focus on wellbeing through the provision of targeted psychosocial support and community engagement that recognises and responds to broader factors impacting education achievement. In schools without social workers, social work student placements can provide opportunities to introduce school communities to the value and benefits social workers offer. This practice paper explores examples of school-based social work student placements offered through the social work field education program at one regional Australian University, including activities, strategies undertaken, and identified benefits of social work student placements. With indicated benefits, it is argued that the inclusion of social workers in schools adds value to the educational team, supporting children’s wellbeing and thereby contributing to improved educational engagement and achievement. Full article

Numerous studies have demonstrated the benefits of social and emotional learning (SEL) for both students and teachers. For students, SEL enhances their learning environment, psychological well-being, and academic performance. For teachers, it fosters a sense of meaningfulness in their work and strengthens relationships with students. However, effective SEL requires guidance, a safe emotional environment, and opportunities for personal reflection. This study explored SEL by analyzing the reflections of eight trainee teachers in the United Arab Emirates and six in Finland, who participated in similar SEL courses independently. Utilizing both data-driven and theory-driven content analysis based on the levels of processing the results indicated that over 60% of student responses were elaborative or insightful, while less than 40% were at the reproduction level. The most prominent SEL category identified was developing social interaction, whereas responsible decision-making was the least represented. Overall, the course significantly enhanced participants’ theoretical understanding and SEL development, yielding similar outcomes in both countries. The findings suggest that methods promoting responsible decision-making should be further integrated into teacher training for SEL development. Full article

This study investigates parents’ experiences of partnerships with their children’s preschool teachers in Sweden, focusing on two questions: (1) How do parents describe communication with preschool teachers, and what information about their child is valued? (2) How do parents position preschool in their child’s life? Framed through Bourdieu’s concept of habitus, the analysis examines how parents’ dispositions, values, and prior experiences shape engagement with early childhood education. Data were collected via interviews with 25 parents across three counties in western Sweden and analysed using narrative methods. Findings show that parents prioritise communication about children’s well-being and social development as central to partnership, while instructional information is largely viewed as the teacher’s domain. Preschool is primarily seen as a context for socialisation, developing norms, values, and behaviours, rather than formal academic preparation. By exploring consistencies and contradictions in parental accounts, the study offers a nuanced understanding of how habitus informs parental expectations and communication practices, highlighting the complex interplay between family dispositions and preschool engagement. Full article

Grounded in stress-reactivity accounts and the Prosocial Classroom model, this study examines how preschool teachers’ responses to children’s negative emotions are associated with teacher job stress and age in Greek early childhood education settings. These frameworks suggest that elevated job stress may erode teachers’ regulatory resources and responsiveness, increasing non-supportive reactions and reducing supportive emotion coaching during emotionally charged classroom interactions. A sample of 101 full-time preschool educators (M age = 42.3 years; 97% female) completed two instruments: the Coping with Children’s Negative Emotions Scale (CCNES) and the Child Care Workers’ Job Stress Inventory (CCW-JSI). Age-controlled partial correlations indicated that higher job stress was associated with more frequent use of non-supportive reactions, including punitive and minimizing responses, and less frequent use of supportive strategies, such as emotion-focused, problem-focused, and expressive encouragement responses. Older teachers tended to report higher supportive response scores, particularly for problem-focused reactions and expressive encouragement. These findings highlight the importance of teacher well-being for the emotional climate of preschool classrooms and suggest that job stress may undermine educators’ capacity to consistently engage in supportive emotion socialization. The study contributes to the education literature by linking teacher stress and emotion socialization practices in a policy context where early childhood education is expanding but remains under-resourced. Implications for teacher education, professional development, and system-level initiatives to support educators’ social-emotional competence are discussed. Full article

Background/Objectives: Considering that current research highlights the role of well-being and play in children’s development and learning, and that the few publications reflecting research into relaxation methods suggest that these create conditions for well-being, the main objective of this research was to evaluate the effects of a playful intervention based on relaxation methods on the well-being of children in the first cycle of schooling. Methods: It is a mixed study, using quantitative and qualitative methods, with a quasi-experimental design, with an intervention group (a total of 24 sessions, based on Boski and Choque’s relaxation proposals for children) and a control group, with pre- and post-intervention assessment in both groups. Semi-structured interviews were conducted with teachers, and focus group techniques were used with children. Sixty-three children participated in this study, with an average age of 8.79 years (M = 8.79; SD = 0.676), 55.6% (35) of whom were female and 44.4% (28) male. Results: The results of the study indicate that the children developed passive limb relaxation and proprioceptive function, without altering their life satisfaction or aspects of emotional development. However, according to the children and teachers, the intervention developed positive emotions, bringing benefits to the classroom. Conclusions: This research contributes to the understanding of the effects, possibilities and potential of relaxation for children in school settings. Full article

Background: Schools play a central role in child development and socialization and can function as protective environments that mitigate the effects of adversity. Building on the Social Ecological Model and Community School Transformation, we propose a “Schools-as-Neighborhoods” framework that conceptualizes schools as intentionally designed microenvironments capable of generating social capital, promoting positive childhood experiences, and buffering harmful neighborhood exposures through trauma-informed programming. Methods: We conducted a convergent mixed-methods study across four public and charter schools in Milwaukee, Wisconsin, serving grades five through nine. STRYV365’s peak team and Brain Agents gamified intervention were implemented between 2022–2024. Quantitative surveys and qualitative data assessed students’ lived experiences, exposure to adversity, emotional awareness, coping skills, and school connectedness/climate across multiple waves. Results: Across the four schools (n = 1626 students), baseline academic proficiency was low, and exposure to adversity was high among surveyed participants (n = 321), including bereavement (74%) and family incarceration (56%). Despite these challenges, qualitative findings revealed strengthened emotional regulation, empathy, motivation, and goal setting among students engaged in trauma-informed programming. Teachers reported improved peer interaction and community building during sustained implementation. Conclusion: The Schools-as-Neighborhoods framework highlights the value of trauma-informed, relationship-centered school environments in promoting student well-being. By positioning schools as cohesive ecosystems that foster belonging and cultivate social capital, this approach offers educators and policymakers a pathway for mitigating the effects of hostile lived environments and supporting students’ mental health, social development, and engagement in learning. Full article

It is widely recognized that outdoor and nature-based educational activities can significantly enhance pupils’ learning, increase environmental awareness and improve pupils’ well-being. At the same time, a growing body of literature supports that the extent to which outdoor learning is implemented depends largely on factors, such as the general institutional context of schools, social and geomorphological aspects and the teacher’s own motivation. The current study employs data collected from 507 primary, middle and high schools in Greece, using a structured questionnaire, and investigates the factors that prevent teachers from engaging in outdoor teaching activities in a green space, as well as those that encourage them to be involved in such educational learning approaches. The results identify institutional barriers, such as the demanding school curriculum, lack of financial resources, limited available time, and insufficient external support, as the main constraints preventing teachers from implementing outdoor activities in nature. On the other hand, it appears that altruistic and intrinsically driven factors, such as personal environmental interest, knowledge of the positive outcomes of environmental education, and a sense of social contribution, are the main factors promoting the adoption of outdoor green education approaches. Availability of green spaces and support by leadership also appear to promote teachers’ engagement in outdoor activities. The findings of the current study highlight the need for educational reforms, to include outdoor, nature-based learning in the school curriculum, provide training and financial support and enhance the confidence of teachers in outdoor, nature-based education. Addressing these barriers could enhance education’s role in fostering sustainable development and reconnecting pupils with nature. Full article

This article draws on research in a Norwegian municipality to examine the affective aspects of teaching gifted students and to explore how systemic and cultural norms surrounding gifted education in Norway may shape teachers’ perceptions and practices. Teacher well-being is a concern for educational quality and sustainability, yet in gifted education, it is often overlooked. Giftedness refers to a high ability to learn faster, more complex or in greater depth than same-age peers when adequately supported. In Norway, teachers face contradictory signals concerning teaching the gifted: definitional ambiguity, limited training, strong egalitarian norms that make giftedness a contested category, and, at the same time, a strong principle of inclusive adapted education for all. Those combined may lead to ethical tensions that challenge teachers’ professional integrity and well-being. Such conditions can reduce teachers’ handlingsrom, meaning their space (room) for professional agency, within institutional, cultural, and policy frameworks. To investigate how such pressures shape teacher’s well-being, this study synthesises findings from four interrelated sub-studies conducted within a single research project on gifted education. Using a meta-ethnographic approach, we translated and integrated insights from the sub-studies to develop higher-order constructs not visible in the individual analyses. The synthesis identified three key dynamics: conceptual ambiguity, ethical strain under cross-pressure, and buffers as recalibrators of demands and resources. Together, these insights informed the Cross-Pressure Model for Teacher Well-being (CP-Well Model) developed in this study, which positions teacher integrity at the centre of professional well-being. We argue that teacher well-being in gifted education may depend less on individual resilience and more on systemic, cultural, and policy conditions. Addressing these cross-pressures requires structural change, supportive leadership, and sustained professional development to enable teachers to work with integrity. Full article