Coping with Stress and Optimizing Quality of Life in Students

Topic Information

Dear Colleagues,

Objective

To analyze stress coping processes and their contribution to optimizing quality of life in students through the generation of multidisciplinary scientific evidence examining individual, social, educational, and historical-cultural factors—including technological, educational, health, socio-environmental transformations and structural inequalities—thereby enabling the emergence of evidence-based knowledge, experiences, and interventions that guide the design of interventions, public policies, and educational practices focused on promoting psychological well-being and mental health throughout development.

Scope

This Topic proposes a multidisciplinary and conceptually rich approach to the study of stress coping and its impact on the quality of life of students in contemporary educational contexts (Kupcewicz et al., 2020; Dubey et al., 2022; Mastorci et al., 2024), characterized by accelerated change, structural uncertainty, and increasing socio-historical complexity. From the convergence of social sciences, health, and education, the aim is to advance toward a comprehensive understanding of the adaptive mechanisms that mediate the relationship between contextual demands and psychological well-being throughout the life cycle.

Contributions are invited that critically analyze the impact of the widespread use of artificial intelligence on teaching and learning processes (Cukurova, Miao & Brooker, 2023; Ma & Lei, 2024; Norabuena-Figueroa et al., 2025; Raman et al., 2025), considering both its potential as a cognitive support resource and its effects on mental overload (Mu et al., 2022; Girela-Serrano et al., 2024), self-regulation, and the construction of academic identity. Likewise, the inclusion of research examining the implications of climate change on the mental health of children and adolescents is encouraged (Clemens, von Hirschhausen & Fegert, 2022; Jia, 2025), particularly in territories exposed to armed conflict and/or extreme events (Sandoval-Obando, Zacares & Iborra Cuellar, 2022; Dam et al., 2023; Lass-Hennemann et al., 2024), as well as studies focused on experiences of forced migration, social or economic inequalities (Nutakor et al., 2023), displacement, and social exclusion, in which coping with stress takes on specific and distinct characteristics.

This Topic emphasizes the analysis of social and educational inequalities in democratic systems (Bulathwela et al., 2024; Levy et al., 2023; Kirchgasler & Choi, 2025), recognizing their influence on the distribution of psychosocial resources, learning opportunities, and well-being trajectories (Repo et al., 2025). Within this framework, research that incorporates a gender perspective as a cross-cutting analytical axis is valued, highlighting structural gaps and situated experiences related to stress and mental health.

Furthermore, studies that examine the role of generativity, meaning in life, academic engagement, and other psychological resources in promoting adaptive, resilient, and sustainable life trajectories are expected (Wang, 2024; La Rosa & Zammitti, 2025; Sandoval-Obando et al., 2025a; 2025b). Robust methodological designs will be prioritized, including longitudinal approaches, multilevel analysis, structural equation modeling, and mixed methods designs, to capture the complexity of the phenomena under study.

Finally, this Topic seeks to articulate evidence that contributes to the development of comprehensive models for intervention and the promotion of well-being in diverse educational contexts, with direct implications for public policy formulation, pedagogical innovation, and the construction of equitable, inclusive, and sustainable educational environments.

References

Bulathwela, S., Perez-Ortiz, M., Holloway, C., Cukurova, M., & Shawe-Taylor, J. (2024). Artificial Intelligence Alone Will Not Democratise Education: On Educational Inequality, Techno-Solutionism and Inclusive Tools. Sustainability, 16(2), 781. https://doi.org/10.3390/su16020781

Clemens, V., Von Hirschhausen, E., & Fegert, J. M. (2022). Report of the intergovernmental panel on climate change: Implications for the mental health policy of children and adolescents in Europe—a scoping review. European Child & Adolescent Psychiatry, 31(5), 701-713. https://doi.org/10.1007/s00787-020-01615-3

Cukurova, M., Miao, X., & Brooker, R. (2023). Adoption of Artificial Intelligence in Schools: Unveiling Factors Influencing Teachers’ Engagement. En N. Wang, G. Rebolledo-Mendez, N. Matsuda, O. C. Santos, & V. Dimitrova (Eds.), Artificial Intelligence in Education (Vol. 13916, pp. 151-163). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-36272-9_13

Dam, V. A. T., Dao, N. G., Nguyen, D. C., Vu, T. M. T., Boyer, L., Auquier, P., Fond, G., Ho, R. C. M., Ho, C. S. H., & Zhang, M. W. B. (2023). Quality of life and mental health of adolescents: Relationships with social media addiction, Fear of Missing out, and stress associated with neglect and negative reactions by online peers. PLOS ONE, 18(6), e0286766. https://doi.org/10.1371/journal.pone.0286766

Dubey, V. P., Kievišienė, J., Rauckiene-Michealsson, A., Norkiene, S., Razbadauskas, A., & Agostinis-Sobrinho, C. (2022). Bullying and Health Related Quality of Life among Adolescents—A Systematic Review. Children, 9(6), 766. https://doi.org/10.3390/children9060766

Girela-Serrano, B. M., Spiers, A. D. V., Ruotong, L., Gangadia, S., Toledano, M. B., & Di Simplicio, M. (2024). Impact of mobile phones and wireless devices use on children and adolescents’ mental health: A systematic review. European Child & Adolescent Psychiatry, 33(6), 1621-1651. https://doi.org/10.1007/s00787-022-02012-8

Jia, F. (2025). Integrating Interdisciplinary Insights into Sustainability: Psychological, Cultural, and Social Perspectives. Sustainability, 17(6), 2529. https://doi.org/10.3390/su17062529

Kirchgasler, C., & Choi, S. (2025). Performing a global learning crisis: Citizen-led assessments, social accountability, and directing democracy. Compare: A Journal of Comparative and International Education, 55(5), 719-736. https://doi.org/10.1080/03057925.2024.2314015

Kupcewicz, E., Grochans, E., Kadučakova, H., Mikla, M., & Joźwik, M. (2020). Analysis of the Relationship between Stress Intensity and Coping Strategy and the Quality of Life of Nursing Students in Poland, Spain and Slovakia. International Journal of Environmental Research and Public Health, 17(12), 4536. https://doi.org/10.3390/ijerph17124536

La Rosa, V. L., & Zammitti, A. (2025). Future Thinking and Sustainable Career Perceptions in Emerging Adults: The Mediating Role of Environmental Concern. Sustainability, 17(11), 5146. https://doi.org/10.3390/su17115146

Lass-Hennemann, J., Sopp, M. R., Ruf, N., Equit, M., Schafer, S. K., Wirth, B. E., & Michael, T. (2024). Generation climate crisis, COVID-19, and Russia–Ukraine-War: Global crises and mental health in adolescents. European Child & Adolescent Psychiatry, 33(7), 2203-2216. https://doi.org/10.1007/s00787-023-02300-x

Levy, B. L. M., Busey, C. L., Cuenca, A., Evans, R. W., Halvorsen, A.-L., Ho, L.-C., Kahne, J., Kissling, M. T., Lo, J. C., McAvoy, P., & McGrew, S. (2023). Social studies education research for sustainable democratic societies: Addressing persistent civic challenges. Theory & Research in Social Education, 51(1), 1-46. https://doi.org/10.1080/00933104.2022.2158149

Ma, S., & Lei, L. (2024). The factors influencing teacher education students’ willingness to adopt artificial intelligence technology for information-based teaching. Asia Pacific Journal of Education, 44(1), 94-111. https://doi.org/10.1080/02188791.2024.2305155

Mastorci, F., Lazzeri, M. F. L., Vassalle, C., & Pingitore, A. (2024). The Transition from Childhood to Adolescence: Between Health and Vulnerability. Children, 11(8), 989. https://doi.org/10.3390/children11080989

Mu, H., Jiang, Q., Xu, J., & Chen, S. (2022). Drivers and Consequences of Short-Form Video (SFV) Addiction amongst Adolescents in China: Stress-Coping Theory Perspective. International Journal of Environmental Research and Public Health, 19(21), 14173. https://doi.org/10.3390/ijerph192114173

Nutakor, J. A., Zhou, L., Larnyo, E., Addai-Danso, S., & Tripura, D. (2023). Socioeconomic Status and Quality of Life: An Assessment of the Mediating Effect of Social Capital. Healthcare, 11(5), 749. https://doi.org/10.3390/healthcare11050749

Raman, R., Kowalski, R., Achuthan, K., Iyer, A., & Nedungadi, P. (2025). Navigating artificial general intelligence development: Societal, technological, ethical, and braininspired pathways. Scientific Reports, 15(1), 8443. https://doi.org/10.1038/s41598-025-92190-7

Repo, J., Smith, E., Reimer, D., & Kilpi-Jakonen, E. (2025). Persistent Trends or Pandemic Effects? A Multi-Cohort Longitudinal Study on Student Well-being, Inequality, and Educational Transitions. Social Indicators Research, 180(1), 139-158. https://doi.org/10.1007/s11205-025-03617-7

Sandoval-Obando, E., Barros-Osorio, C., Castellanos-Alvarenga, L., Villalta Paucar, M., & Vega-Munoz, A. (2025). Generativity and Psychological Well-Being in Primary and Secondary Teachers: A Systematic Review. Societies, 15(11), 320. https://doi.org/10.3390/soc15110320

Sandoval-Obando, E., Curiqueo Fuentes, E. M., Rivas Moreno, G. B., Salazar Santander, P. J., Zuniga Gallardo, F. V., & Castellanos-Alvarenga, L. M. (2025). Espiritualidad y sentido de vida: Implicaciones para el bienestar psicologico en estudiantes universitarios chilenos. Desde el Sur, 17(3), e0062. https://doi.org/10.21142/DES-1703-2025-0062

Sandoval-Obando, E., Zacares, J. y Iborra Cuellar, A. (2022). Generatividad y Desarrollo Humano. Experiencias y Modelos Actuales para el Bienestar Psicologico. Santiago de Chile: RIL Editores/Ediciones Universidad Autonoma de Chile. https://doi.org/10.32457/UA.112

Wang, H. (2024). Green Mind and Mental Health among Chinese College Students: A Chain Mediating Model of Eco-Generativity. Sustainability, 16(17), 7680. https://doi.org/10.3390/su16177680

Dr. Eduardo Enrique Sandoval Obando
Dr. Maria Boada-Cuerva
Dr. Alejandro Vega-Muñoz
Topic Editors

Keywords

Participating Journals

Journal Name	Impact Factor	CiteScore	Launched Year	First Decision (median)	APC
Behavioral Sciences behavsci	3.2	4.1	2011	27.7 Days	CHF 2400	Submit
Education Sciences education	3.5	6.2	2011	24.8 Days	CHF 2000	Submit
European Journal of Investigation in Health, Psychology and Education ejihpe	3.7	5.1	2011	27 Days	CHF 1600	Submit
International Journal of Environmental Research and Public Health ijerph	-	9.8	2004	24 Days	CHF 2500	Submit
Social Sciences socsci	2.0	3.5	2012	30.3 Days	CHF 1800	Submit
Societies societies	2.2	3.8	2011	29.7 Days	CHF 1600	Submit

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Open AccessArticle

Halitosis and Its Association with Sleep Quality and Psychological Factors Among University Students: A Cross-Sectional Study

by Juliana Maria Altavista Sagretti Gallo, Amanda Rafaelly Honório Mandetta, Ana Paula Taboada Sobral, Marcela Letícia Leal Gonçalves, Mayumi Oshiro Costa, Caroline Diniz Pagani Vieira Ribeiro, Mariana Moreira Machado, Abigail Malavasi, Elaine Marcílio Santos, Cinthya Cosme Gutierrez Duran and Sandra Kalil Bussadori

Int. J. Environ. Res. Public Health 2026, 23(8), 1043; https://doi.org/10.3390/ijerph23081043 - 11 Aug 2026

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Abstract

Introduction: Halitosis is a common oral condition that may negatively affect social interactions, psychological well-being, and quality of life. However, evidence regarding its association with mental health and sleep quality remains inconsistent, particularly among university students. Aim: This cross-sectional study investigated the prevalence [...] Read more.

Introduction: Halitosis is a common oral condition that may negatively affect social interactions, psychological well-being, and quality of life. However, evidence regarding its association with mental health and sleep quality remains inconsistent, particularly among university students. Aim: This cross-sectional study investigated the prevalence of objectively measured halitosis and its association with tongue coating, sleep quality, and symptoms of anxiety, depression, and stress among university students from the metropolitan region of Santos, Brazil. Methods: Sixty-two Brazilian university students enrolled in health-related undergraduate programs participated in the study; most were in the first academic year (61.3%) and resided in the municipality of Santos (59.7%). Halitosis was assessed using a portable breath detector, tongue coating was evaluated using the Coated Tongue Index, sleep quality was assessed using the Pittsburgh Sleep Quality Index (PSQI), and symptoms of depression, anxiety, and stress were measured using the Depression, Anxiety and Stress Scale (DASS-21). Results: Objectively measured halitosis was identified in 25 participants (40.3%; 95% CI: 29.0–52.7%). The analyses did not provide statistically significant evidence of associations between objectively measured halitosis and tongue coating, sleep quality, or symptoms of anxiety, depression, and stress. Significant positive correlations were identified between stress and sleep disturbance, anxiety and sleep disturbance, and depression and sleep latency, daytime dysfunction, and overall sleep quality. Tongue-cleaning habits were significantly associated with the presence of halitosis, whereas oral mucosal desquamation was less frequent among participants with halitosis. Conclusion: The study did not provide statistically significant evidence of associations between objectively measured halitosis and tongue coating, sleep quality, or psychological symptoms in this population. Significant positive correlations were identified between stress and sleep disturbance, anxiety and sleep disturbance, and depression and sleep latency, daytime dysfunction, and overall sleep quality. These findings highlight the importance of objectively assessing oral malodor in epidemiological studies. Full article

(This article belongs to the Topic Coping with Stress and Optimizing Quality of Life in Students)

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Open AccessArticle

Moderating the Association Between Perceived Academic Stressors and Active Coping: The Role of University Students’ Good Practices

by Cristina Ruiz-Camacho and Margarita Gozalo

Educ. Sci. 2026, 16(8), 1218; https://doi.org/10.3390/educsci16081218 - 2 Aug 2026

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University students face academic demands that may be associated with reduced use of active coping when perceived as stressful. This study examined whether feedback seeking, cooperative work, time management, and active learning moderated the association between perceived academic stressors and active coping. A [...] Read more.

University students face academic demands that may be associated with reduced use of active coping when perceived as stressful. This study examined whether feedback seeking, cooperative work, time management, and active learning moderated the association between perceived academic stressors and active coping. A cross-sectional, non-experimental design was used with 1014 undergraduates from the University of Extremadura. Participants completed measures of perceived academic stressors (E-CEA), active coping (A-CEA), and good practices (IBPEU). Four separate moderation models were estimated using PROCESS Model 1 with 5000 bootstrap resamples, adjusting for age, gender, year of study, and field of study. Perceived academic stressors were negatively associated with active coping, whereas all four good-practice dimensions were positively associated with it. All interaction terms were positive and statistically significant (B = 0.058–0.086, p = 0.017–0.046), but each accounted for only 0.34–0.49% of additional explained variance. Across all four models, higher reported levels of the corresponding good-practice dimension were associated with a less pronounced negative association between perceived academic stressors and active coping. The findings may inform the development and evaluation of student-support and instructional initiatives focused on feedback literacy, cooperative skills, time planning, and active engagement with learning. They also point to the relevance of educational conditions that may facilitate these practices within university learning environments. Full article

(This article belongs to the Topic Coping with Stress and Optimizing Quality of Life in Students)

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