Dear Colleagues,
The mental health and well-being of individuals within educational communities have emerged as urgent priorities in recent decades, especially in light of rapid social, technological, and institutional transformations. Schools today operate in increasingly complex environments—shaped by shifting cultural expectations, digital integration, post-pandemic recovery, economic pressures, and the evolving roles of learners, teachers, and families. These forces intensify stress, reshape social relationships, and create new demands on the emotional and psychological capacities of all members of the educational ecosystem.
Globally, mental health concerns among children, adolescents, and educators have reached unprecedented visibility. International organizations such as UNESCO, UNICEF, and the WHO emphasize that emotional well-being is foundational to learning, safety, and human development. Educational institutions are therefore pressed not only to deliver academic instruction but also to provide a safe, supportive, and socio-emotionally responsive environment. This shift reflects a growing understanding that cognitive learning cannot be isolated from emotional health, relational trust, and a sense of belonging.
In many countries—including those in Southeast Asia—the COVID-19 pandemic intensified long-standing mental health challenges. Teachers encountered heightened workloads, rapid digital transitions, and emotional fatigue; learners experienced isolation, academic disruption, and increased anxiety; school leaders managed crises that demanded psychological sensitivity in decision-making. Although schools have reopened, the psychological “aftershocks” remain. Educational systems are now grappling with how to institutionalize mental health support in sustainable, equitable, and culturally responsive ways.
Within this evolving landscape, socio-emotional learning (SEL) has become a widely recognized framework that complements academic instruction by promoting skills such as empathy, resilience, self-regulation, communication, and responsible decision-making. SEL is no longer viewed as an optional enrichment program but as a structural component of a healthy, inclusive, and future-ready learning environment. Integrating SEL within broader school systems requires aligned policies, teacher training, community engagement, and multi-level collaboration.
Furthermore, mental health in education is deeply contextual. Cultural norms, community support structures, leadership models, and national policy frameworks shape how well-being is defined, addressed, and sustained. In many school communities, stigma, lack of resources, and fragmented support systems hinder access to mental health services. Addressing these gaps calls for interdisciplinary inquiry—drawing from psychology, education, sociology, public health, community development, and leadership studies.
This special issue, therefore, seeks to foreground mental health and well-being as essential pillars of educational excellence. It brings together diverse research and practice-based perspectives that explore how policies, systems, and socio-emotional learning initiatives can cultivate supportive environments where learners, teachers, and leaders thrive. By examining both structural and human dimensions of wellbeing, this collection aims to illuminate how educational communities can build resilience, nurture holistic development, and respond compassionately to the evolving challenges of contemporary schooling.
This special issue aims to explore:
● Evidence-based strategies that promote mental health and well-being in schools.
● Socio-emotional learning (SEL) frameworks that build resilience and positive school culture.
● Systemic and policy-oriented approaches that enhance mental health support.
● Community-based practices that foster holistic well-being.The novelty lies in integrating systemic perspectives with socio-emotional
learning, bridging research, policy, and practice.
Topics to be Included
● Mental health systems and multi-tiered support in schools.
● Socio-emotional learning and character development.
● Teacher well-being, burnout prevention, and resilience.
● Student resilience-building programs and interventions.
● School leadership and mental health policy implementation.
● Community partnerships in supporting mental health.
● Technology, digital well-being, and emotional safety.
● Comparative and global perspectives on school mental health systems.
Topics to be Excluded
● Clinical or medical mental health studies unrelated to educational settings.
● Highly technical psychological research without educational relevance.
● Studies lacking clear implications for systems, support, or socio-emotional learning.
Target Research Communities and Interdisciplinary Scope
This collection invites contributions from researchers and practitioners in education, psychology, public health, school leadership, guidance and counseling, sociology, and community development. It encourages interdisciplinary approaches integrating policy, practice, and research to support mental health and well-being in educational environments.
Market/Level of Interest
There is global interest in strengthening mental health support within educational communities. Post-pandemic recovery, teacher workload crisis, rising youth mental health concerns, and the integration of SEL into national curricula highlight the urgency of this topic. Researchers, educators, policymakers, and school administrators will find this collection timely, relevant, and impactful.