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Special Issue "Mental Health and Well-Being on School Campus in the Post-pandemic Era"

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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 July 2023) | Viewed by 3330

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Special Issue Editors

Dr. Jian-Hong Ye

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Guest Editor

Faculty of Education, Beijing Normal University, Beijing 100875, China
Interests: digital learning; higher education; vocational education; STEAM education; students' well‑being
Special Issues, Collections and Topics in MDPI journals

Prof. Dr. Mei-Yen Chen

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Guest Editor

Graduate Institute of Sport, Leisure and Hospitality Management, National Taiwan Normal University, Taipei City 106, Taiwan
Interests: organizational behavior; sport management; sport events; environment and tourism
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Prof. Dr. Yung-Wei Hao

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Guest Editor

Graduate Institute of Curriculum and Instruction, National Taiwan Normal University, Taipei City 106, Taiwan
Interests: student performance assessment; teacher education; teacher professional development
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

The impact of the COVID-19 pandemic caused global panic and anxiety, and many restrictive measures were put in place to effectively control the pandemic, which also led to drastic changes in the operation of the school campus system. These changes have also brought a high level of attention to the mental health and well-being of school campus members. As the world moves into the post-pandemic era at the end of 2021, education systems around the world are struggling to recover, but there are still many uncertainties on campuses, making it important to explore how staff and students can have and maintain good mental health and well-being. Therefore, this Research Topic encourages the submission of empirical and synthesis papers that cover, but are not limited to, the following topics:

Approaches to promoting mental health and well-being on campus.
Exploring the factors affecting mental health and well-being on campus.
Exploring the addictive factors of students' behavior in the post-pandemic era.
Changes in the mental health and well-being of campus members during different periods of the pandemic.
The impact of positive psychology on campuses in the post-pandemic era.

You may choose our Joint Special Issue in IJERPH or Joint Special Issue in Healthcare.

Dr. Jian-Hong Ye
Prof. Dr. Mei-Yen Chen
Prof. Dr. Yung-Wei Hao
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 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 1400 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

behavioral addiction
emotion
mental health
positive psychology
post-pandemic era
school
well-being

Published Papers (3 papers)

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Research

Open AccessArticle

How School-Based Wellbeing Interventions, Socioeconomic Status, and Gender Impact Anxiety Development in Middle Childhood

Gabriela Martinez Sainz

and

Aisling Davies

Educ. Sci. 2023, 13(10), 994; https://doi.org/10.3390/educsci13100994 - 28 Sep 2023

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Abstract

The current study examined whether delivering wellbeing interventions in schools impacted anxiety development in middle childhood. Schools have an important role to play in addressing children’s anxiety through daily practice in classrooms and by implementing specialist wellbeing interventions that support children’s coping. A nationally representative sample of Irish primary school children (N = 2313; 48.9% male) were surveyed when they were in second class (M age 8.09 years, SD = 0.39) and fourth class (M age 9.96 years, SD = 0.40) of primary school. Teachers reported on wellbeing interventions in schools. Key findings from moderation analyses suggest that family affluence and being female predicted a greater increase in anxiety development and that wellbeing interventions interacted with family affluence to reduce anxiety development for more affluent children. These findings can be used to strengthen the design and implementation of wellbeing interventions for a more efficacious approach to minimising children’s anxiety development. Full article

(This article belongs to the Special Issue Mental Health and Well-Being on School Campus in the Post-pandemic Era)

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Open AccessArticle

“Following the Breath”: A Trauma-Informed Intervention for Educator Wellness in Rural Montana

and

Educ. Sci. 2023, 13(1), 23; https://doi.org/10.3390/educsci13010023 - 26 Dec 2022

Viewed by 1349

Abstract

Given the prevalence of mental health issues for both educators and adolescents in rural Montana, this project is designed to help mitigate the impact of stressors by providing coping strategies linked to improvements in overall mental health outcomes for teachers, which may ultimately lead to improved co-regulation of students and classroom climate. The immediate goal of this pilot study was to measure physical and mental health outcomes of educators resulting from a remotely-delivered trauma-informed yoga intervention. Findings suggest improvements in participants’ depression and anxiety levels, trauma symptoms, sleep quality, and non-significant changes in heart rate variability and cortisol levels. Full article

(This article belongs to the Special Issue Mental Health and Well-Being on School Campus in the Post-pandemic Era)

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Open AccessArticle

Analysis of Drawings on Representations of COVID-19 among Senior High School Students: Case of the Dakhla-Oued Eddahab Region, Morocco

and

Educ. Sci. 2022, 12(12), 892; https://doi.org/10.3390/educsci12120892 - 05 Dec 2022

Viewed by 1041

Abstract

Since the coronavirus COVID-19 was identified as an international public health emergency in 2020, many studies on the perceptions of students in higher education have been published concerning it. Although young students’ perceptions also influence decision making and actions, their perceptions of COVID-19 have, so far, been little studied. Therefore, to increase knowledge about their understanding of COVID-19, a cross-sectional and descriptive study was conducted as a drawing survey in two schools in the Dakhla-Oued Eddahab region, Morocco. The participants were 94 high school students (aged 14–19). The drawings were analyzed by inductive and deductive content analysis. The findings show that the majority of the students knew the archetypal representation of COVID-19. They had a good grasp of the COVID-19, how it spreads, and how to stop it from spreading. Some students were aware of the potential dangers associated with COVID-19. Admittedly, misrepresentations related to fear and unfamiliarity with COVID-19 lead to mental health issues that undermine the key factors in students’ academic success. Younger children’s representations were dominated by magical thinking that reduces COVID-19 to preventive measures. Overall, the results made it possible to deduce that COVID-19 is strongly associated with terms that are both characteristic and socially valued (disease, prevention, barrier measures, etc.) and, conversely, with rather negative terms (fear of dying, anxiety, sadness, helplessness, etc.). The identification of these representations is very useful because they make it possible to apprehend and understand the attitudes and behaviors of these students, which, therefore, implies the need to define the appropriate teaching methods to try to align these behaviors with the behaviors desired. Full article

(This article belongs to the Special Issue Mental Health and Well-Being on School Campus in the Post-pandemic Era)

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