Socioemotional Well-being Research Articles

Utilizing the CFIR framework for mapping the facilitators and barriers of implementing teachers led school mental health programs - a scoping review.

Ample evidence has been generated regarding the effectiveness of school-based mental health interventions as part of the continuum of care for children and capacity building of teachers to deal with the emotional and behavioral challenges of students. The increasing trend of utilization of teachers as the natural support system of children and the huge financial impact of public health interventions highlights the need to review all available evidence regarding multilevel factors that facilitate or pose a challenge to the provision of School Mental Health Programs (SMHP) using teachers as providers. The current review aims to map extracted evidence under the Consolidated Framework for Implementation Research (CFIR) domains to support future implementation research on school-based mental health services. The scoping review included experimental, qualitative studies, and systematic reviews involving teacher-led mental health programs conducted in the school setting to improve the socio-emotional well-being of children and adolescents irrespective of time and geographical limitations. All (published and unpublished) evidence in English from Pubmed, Cochrane database of systematic reviews and clinical trials, Scopus, and Science Direct was searched using keywords and Boolean combinations and extracted using study designs, place of study, year of publication, sample size, and target population. A qualitative analysis of implementation facilitators and barriers cited by the studies was carried out and mapped on CFIR. This review identified barriers and facilitators of implementation across school-based mental health Programs in 29 studies. The major emerging themes were those related to the inner setting of the organization, the process of implementation, and the characteristics of individuals involved in implementation. These included the availability of structural characteristics, positive school culture, organizational readiness, committed leadership, and beliefs of the providers. Findings highlight the need for early assessment of contextual factors acting as barriers and facilitators and careful execution following realistic planning and stakeholders' engagement to ensure the success of SMHP.

Socio-economic gradients in pupils’ self-efficacy: evidence, evolution and main drivers during the primary school years in France

Socio-emotional skills, vital for navigating life’s challenges, significantly influence educational success and well-being. Thus, socio-economic disparities in these skills may contribute to broader inequalities in achievement. Despite their importance, research in certain contexts, like France, remains limited. Self-efficacy, a cornerstone of socio-emotional well-being, develops early and it is influenced by familial and contextual factors. The primary school years are central for self-efficacy development. During this period, socio-economic gaps in self-efficacy may emerge, influenced by family environments and experiences at school. Using data from the 2011 Panel of Pupils we find that French pupils have similar academic self-efficacy whatever their socio-economic background at the start of primary school. However, at the end of primary school, children coming from more disadvantaged socio-economic backgrounds exhibit lower academic self-efficacy as compared to more advantaged peers, and this socio-economic gap is particularly strong among girls. The findings of this work underscore the need for educational policies to focus on socio-emotional skills development alongside cognitive skills from an early age to reduce socio-economic inequalities.

Inclusión Educativa: Desafíos y Oportunidades para la Educación de Estudiantes con Necesidades Especiales

This article addresses the educational inclusion of students with special needs, a key issue in the human rights agenda and current educational policies. Through a literature review, the study examines the main barriers and opportunities for the implementation of inclusive practices, with special emphasis on the Latin American context. The objective is to identify the factors that limit and promote inclusion, particularly in terms of financing, infrastructure, teacher training and institutional coordination. The methodology employed consisted of the selection of empirical studies, theoretical reviews and key documents from international organizations to provide a critical analysis of the current situation of educational inclusion. Among the results, problems related to lack of resources, insufficient teacher training and limited adapted infrastructure are highlighted. The discussion focuses on how these barriers impact both academic performance and the socioemotional well-being of students, and suggests that inclusion is not only a right, but benefits the entire educational community. In conclusion, it highlights the importance of adjusting local policies and promoting research and the use of innovative technologies to ensure a truly inclusive education.

Abstract B129: The LBJ Hospital Food Farmacy: A mixed methods evaluation of a food prescription program for food insecure cancer patients being treated in a safety net setting

Abstract The purpose of this study was to examine the implementation and perceived impact of a food prescription program (Food Farmacy) targeting food insecure oncology patients at the Harris Health LBJ Hospital, a safety net hospital in Houston, Texas. The Food Farmacy program offers food insecure cancer patients fresh produce, lean meats, and healthy grains and staples through automated referral to an on-site food pantry. Qualitative interviews with cancer patients (n=20) and oncology clinic providers (n=7) as well as a focus group with Food Farmacy staff (n=4) were conducted. Electronic medical records (EMR) were reviewed to assess patient food insecurity screening rates, food insecurity rates, Food Farmacy referral rates, and Food Farmacy redemption rates. Qualitative data was thematically analyzed using a hybrid inductive-deductive coding process. EMR data was analyzed using descriptive statistics. During the first year of program implementation, 9,809 patients (72.2%) were screened for food insecurity in the oncology clinic. Of those, 3,254 (33.2%) were positive for food insecurity. Most (88.9%) of food insecure cancer patients were referred to the Food Farmacy using automated referral in the EMR, and 1,468 patients (50.7% of those referred) redeemed prescriptions at the Food Farmacy. Patients that utilized the Food Farmacy gave feedback on the referral and redemption process, described how Food Farmacy redemptions were integrated into the home food environment, and indicated overall positive impact of the Food Farmacy on financial, nutritional, and emotional health. Barriers to using the Food Farmacy included transportation and physical impairment. Facilitators to using the Food Farmacy included the ability to set up redemption appointments that co-occurred with scheduled medical care. Healthcare providers perceived that the Food Farmacy supported nutrition counseling during patient visits by reducing food access barriers and described positive impacts to patient diet and quality of life. Providers expressed high satisfaction with the referral process for linking patients to the Food Farmacy program, and described it as equiptable and well integrated into clinical practice. Food Farmacy staff emphasized the impact of the Food Farmacy on patient socioemotional wellbeing, including reduced stress, improved quality of life, and increased financial wellness. Together, these findings demonstrate the success of the Food Farmacy program in identifying and referring food insecure patients to a hospital-based resource. Patients, providers, and staff recognized the success of the integrated referral process and opportunity for food redemption co-occurring with medical visits. Other centers aiming to launch food prescription programs may consider integration of referral into the EMR system and co-medical appointments for clients in safety net settings. Future research is needed to better understand the clinical outcomes of Food Farmacy utilization among cancer patients being treated in safety net settings. Citation Format: Margaret Raber, Maria Vazquez, Kylee Laffoon, Thy Ho-Pham, Hilary Ma, Miranda Baum, Darya Kizub, Denise La Rue, Maria De La Cruz, Melissa Prideaux, Ruth Rechis, Karen Basen-Engquist. The LBJ Hospital Food Farmacy: A mixed methods evaluation of a food prescription program for food insecure cancer patients being treated in a safety net setting [abstract]. In: Proceedings of the 17th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2024 Sep 21-24; Los Angeles, CA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2024;33(9 Suppl):Abstract nr B129.

The development of depression and social anxiety symptoms in adolescents and the negative impact of the COVID-19 pandemic and desire for peer contact.

Adolescence is a dynamic developmental phase in which contact with peers is crucial for socio-emotional development and wellbeing. Depression and social anxiety show patterns of high onset during this period, and more for girls than boys. Here we examine this development among Dutch adolescents, as well as how desire for more peer contact as a result of social distancing measures during the COVID-19 pandemic contributed to this increase. We used a longitudinal three-wave design to examine 406 typically developing Dutch adolescents across two consecutive cohorts; Cohort 1: 2016-2019 (N = 138, 53.6% girls, age at T0 M = 13.00, SD = 0.42), Cohort 2: 2017-2020 (N = 268, 63.1% girls, age at T0 M = 13.05, SD = 0.39), final wave during spring 2020 during the first COVID-19 lockdown. Self-report questionnaires were used to measure depression and social anxiety symptoms, desire for change in the amount of peer contact during lockdowns, and emotion regulation. Parallel process dual latent growth models and autoregressive cross-lagged models were used to test the hypotheses. Results showed that symptoms of both depression and social anxiety increase during adolescence. Gender analysis reveal a higher initial level and increase in depression symptoms for girls, while levels for boys decreased. Adolescents exposed to the pandemic showed a steeper increase in depression but not in social anxiety. Desire for more peer contact was related to an increase in depression and social anxiety, though only in girls. No evidence was found for moderation of emotion regulation skills concerning COVID evoked emotions on the association between desire for peer contact and anxiety and depression symptom development. Symptoms of social anxiety increased during adolescence in boys and girls. Symptoms of depression increased for girls, but decreased for boys. The increase in depression was greater in a cohort who experienced the COVID-19 pandemic. For girls, a desire for more peer contact was associated with an increase of depression and social anxiety symptoms in times of social restrictions.

The relationship between kinship and foster placement on mental health indicators in children and youth seeking treatment

BackgroundChildren living in both kinship and foster care placements often face considerable adversity. It is possible that these placements can have differential impacts on children’s socioemotional, psychological, and educational outcomes and well-being. ObjectiveThis study examined the similarities and differences between children and youth who reside in kinship placements and those who reside in foster placements. Specifically, similarities and differences in children's mental health care and service requirements, as well as their family's strengths and resources were explored to better understand the needs of children placed in out-of-home care. ParticipantsThe final sample included assessments from 5356 treatment-seeking children, ages three to 18 years old, from across 66 select mental health agencies in Ontario. MethodsChildren were assessed using the interRAI ChYMH, the ChYMH-S, or the ChYMH-DD. These assessments include a variety of embedded evidence-informed scales and algorithms to examine the mental health needs, preferences and strengths of these vulnerable children. ResultsCompared to children in kinship placements, children in foster care were more likely to: (a) exhibit greater externalizing symptoms, (b) display concerns regarding sexual behaviour, (c) encounter trauma, and (d) experience more polyvictimization. No differences were found in terms of spirituality and cultural connectedness. Additionally, kinship caregivers tended to experience greater distress, compared to foster caregivers. ConclusionsFindings from this study highlight important areas where children residing in out-of-home care, particularly those in foster care, require increased access to mental health resources and support. Furthermore, trauma-informed care should always be at the forefront when working with foster and kinship care children and their families.

Association Between Socio-Emotional Health, Physical Activity and Screen Time Among Children

ABSTRACT Background Technological advancements have led to increased screen time and decreased Moderate to Vigorous Physical Activities (MVPA) among children. The impact of MVPA on children’s mental health is less explored compared to adults. Purpose This study investigated the relationship between children’s social-emotional health, MVPA, and screen time across different socioeconomic statuses (SES) in Bandar Abbas, Iran. Methods Primary school children completed questionnaires (n = 1041), analyzed for MVPA, screen time, and emotional health indicators. Results Lower SES children showed higher MVPA levels (23.11% active) than higher SES counterparts (11.8% active), but higher SES children exceeded 2 hours of screen time more (58.7% vs. 44.5%). Happiness correlated positively with MVPA, while worries negatively impacted MVPA. Sadness and worries increased screen time. Discussion Poor socio-emotional health was linked to increased screen time and decreased MVPA, limiting physical activity opportunities. Significant SES disparities suggest tailored interventions are crucial. Translation to Health Education Practice Addressing socio-emotional well-being is vital for promoting healthier lifestyles among Iranian children, emphasizing strategies to mitigate screen time and enhance MVPA.

Mentalization-based interventions in schools for enhancing socio-emotional competencies and positive behaviour: a systematic review.

Mentalization-based interventions (MBIs) have been increasingly applied in school settings to support the social-emotional development and mental health of children and adolescents. This systematic review aimed to synthesize the evidence on the effectiveness of MBIs implemented in educational contexts for students aged 6-18 years. A comprehensive search was conducted in PsychInfo, MEDLINE, EMBASE, Web of Science, and ERIC databases from inception to October 2023. The search strategy combined terms related to mentalization, school-based interventions, and the target age group. The review protocol was registered with PROSPERO (CRD42022302757). Inclusion criteria included peer-reviewed publications in English, studies published between 1980 and 2023, interventions based on mentalization principles, and a primary focus on children aged 6 to 18 years. Exclusion criteria involved non-mentalization based interventions and research outside the 6-18 age range. The risk of bias was assessed using the Quality Assessment Tools from the National Institutes of Health (NIH). Data were synthesized narratively due to the heterogeneity of study designs and outcomes. Of the 5,250 articles screened, 21 studies met the inclusion criteria, comprising over 7,500 participants. The reviewed interventions targeted various aspects of mentalizing, such as emotion-understanding, empathy, perspective-taking, and Theory of Mind. Significant improvements were found in social-cognitive abilities, emotion regulation, and mental health outcomes, including reductions in disruptive behaviours. Interventions that combined mentalizing training for both students and teachers showed promising results. However, the long-term sustainability of these benefits remains unclear. Limitations of the reviewed studies include the lack of control groups, small sample sizes, and variations in outcome measures. The findings highlight the potential of MBIs as a promising approach to fostering socio-emotional competence, positive behaviour, and well-being in school-aged children. Future research should aim to establish the active components and optimal delivery of these interventions through well-designed randomized controlled trials with larger, more diverse samples and extended follow-up periods. The integration of MBIs within educational systems holds promise for promoting resilience and positive mental health outcomes in young people. Embedding MBIs within school curriculums and evaluating cost-effectiveness are important next steps to guide widespread implementation.

South African Teachers’ Insights on Improving the Sensory Classroom Teacher Questionnaire (SCTQ) for Inclusive Education and ADHD Support

The Sensory Classroom Teacher Questionnaire (SCTQ) is a psycho-educational tool designed to empower teachers in creating sensory-rich, inclusive environments that promote diversity, equity, accessibility, and inclusivity through the application of sensory ergonomics. Unlike other tools that focus on isolated strategies, the SCTQ takes a holistic approach by optimizing the overall classroom environment to meet the sensory and ergonomic needs of learners, particularly those with ADHD and sensory integration/processing challenges. This makes the SCTQ especially vital in diverse and under-resourced quintile schools, where creating sensory-optimized, inclusive environments is essential for fostering equitable learning experiences. By addressing sensory needs through thoughtful classroom design, the SCTQ not only strengthens learners’ cognitive development and socio-emotional well-being but also improves behavior regulation, physical comfort, and overall functioning. This manuscript is part of a larger exploratory mixed-methods study that validated the SCTQ using both qualitative and quantitative approaches. Here, the focus is on the qualitative aspect, utilizing thematic analysis to explore data from 23 focus group interviews with 88 Grade 1, 2, and 3 teachers from various Quintile 1–5 schools in Gauteng, South Africa. Guided by the enactivism paradigm, the study emphasizes the crucial role teachers play in creating and adapting sensory environments. Their insights were key to refining the SCTQ, ensuring it is practical, developmentally appropriate, culturally, linguistically, contextually, and socio-economically relevant. Developed through collaboration among researchers, specialists, and teachers, the SCTQ supports sensory ergonomic practices, raises awareness of ADHD and sensory integration/processing challenges, and supports both learners’ potential and teachers’ well-being, contributing to a more sustainable and positive educational experience.

Covid-19 Pandemic's impact on socio-emotional problems experienced by victims of violence with disabilities

BackgroundStudies on the emotional well-being of individuals with disabilities during the Covid-19 pandemic focused on the beginning of the pandemic and omitted the experiences of victims with disabilities. ObjectiveWe compared socio-emotional problems experienced by victims of violence with and without disabilities before and during the Covid-19 pandemic. MethodsWe conducted regression analysis using data from the National Crime Victimization Survey to examine the differences in socio-emotional problems experienced by violent crime victims with and without disabilities before and during the Covid-19 pandemic. We conducted descriptive analyses to explore patterns of receiving victim services. ResultsMale victims without disabilities had lower odds of socio-emotional problems than female and male victims with disabilities before and throughout the pandemic. Female victims with disabilities had higher odds of socio-emotional problems than male victims with disabilities and female victims without disabilities before and during the first year of the pandemic. After the first year of the pandemic, female victims with and without disabilities and male victims with disabilities had no significant differences in their odds of experiencing socio-emotional problems. A higher percentage of victims received services during the pandemic in comparison to these patterns before the pandemic. After the first year of the pandemic, there was a notable increase in the percentage of female victims with and without disabilities and percentage of male victims with disabilities receiving victim services. ConclusionsOur findings underline the disproportionate effect of the Covid-19 pandemic on socio-emotional well-being of victims with disabilities and especially female victims with disabilities.

Substance misuse by birth parents: Outcomes for children and young people placed into out-of-home-care

BackgroundThere is inconsistent evidence regarding the effect of birth parent substance use on developmental outcomes for children placed into out-of-home-care (OOHC). ObjectiveThis study aims to examine how parental substance use affects outcomes of Australian children in out-of-home care, adjusting for key demographic, social and system factors. Participants and settingFour waves of survey data were collected for children and young people who agreed to participate in the Pathways of Care Longitudinal Study (POCLS) between 2011 and 2018. The study sample included 1,506 children and young people (792 with a history of parental substance misuse) aged 9 months to 17 years who participated in at least one wave of the POCLS and had linked administrative data from the Department of Communities and Justice (DCJ), NSW, Australia. MethodsMultilevel longitudinal models were used to analyse the relationship of child developmental outcomes (physical health, socio-emotional wellbeing, and verbal and non-verbal cognitive ability) with parental substance misuse in their child protection history. Each model included adjustments for child demographics, family socio-economic status, child protection system factors and the unbalanced panel. ResultsChildren in OOHC with a history of parental substance misuse were more likely to be in the typical range for verbal cognitive development compared to those in OOHC without this history. In addition, younger (9 months to 5 years) children with a record of parental substance misuse exhibited significantly more typical fine and gross motor skill development than those without this history. ConclusionsConcerns that children in OOHC with a history of parental substance misuse may be more affected with regards to early-stage physical development, and later verbal cognitive development than those without this history in OOHC, may not be justified.

Comparing temporal changes and predictors of different types of mental health and socio-emotional wellbeing outcomes during COVID-19: an overlapping panel study of Spanish residents

ObjectivesFew panel studies have investigated how different types of mental health (MH) and socio-emotional wellbeing (SEW) outcomes have changed during the pandemic and if their burden has been equally distributed at the population-level. We aimed to examine temporal changes in these outcomes and their socio-ecological predictors using panel data.Study designLongitudinal population-based survey with overlapping panels.MethodsAnalyses were carried out using four measurements of data from the Health and Social Survey (April 2020 to April 2021). Participants included Andalusian (Spanish) residents aged 16 years or older who participated in all four measurements (n = 1223). Seven dichotomous MH and SEW outcomes, as well as several socio-ecological predictors informed by a conceptual model, were examined in descriptive and multivariate analyses.ResultsUnadjusted odds of regular/bad perceived mental health (vs. excellent/very good/good), low socio-emotional wellbeing (vs. regular), low happiness (vs. regular), and feeling anxious (vs. not feeling anxious) decreased significantly from the first to the second measurement; however, in the fourth, low socio-emotional wellbeing significantly increased while low optimism decreased. Considering varying coefficients, objectively measured COVID-19 status and self-reported severity levels of the infection were statistically significant. Health status, social support, and household financial difficulty predicted higher adjusted odds in most of the seven assessed outcomes.ConclusionsSignificant temporal variations in MH and SEW outcomes, along with their predictors, were observed during the first year of the pandemic. Some of these outcomes worsened as the pandemic progressed, whereas others improved. Findings also suggest that some individuals such as those experiencing poor health, limited social support, and low socioeconomic status are disproportionately impacted.

Systematic Review on Socio-Emotional Skills, Academic Performance and Socio-Emotional Well-Being in Latin America

The objective of this study is to offer a comprehensive analysis of interventions aimed at improving socio-emotional capabilities in Latin America. The main objective will be to evaluate the impact of these treatments on the academic performance and socio-emotional well-being of students. Extensive research was carried out in academic databases such as Scopus, SciELO, WEB OF SCIENCE. Inclusion criteria encompassed studies that evaluated interventions targeting socioemotional capabilities in Latin American countries and presented data on academic performance and/or socioemotional well-being outcomes. Of all the investigations, eleven met the specific inclusion criteria and were thoroughly evaluated to extract relevant data. The findings suggest that treatments targeting social-emotional capabilities have a significant and beneficial impact on both academic achievement and students' social-emotional well-being. Effective therapies cover aspects of emotional development, interpersonal skills and stress management. To conclude, we affirm that these interventions are effective tools to improve the holistic development of students in the region. Research should prioritize conducting longitudinal studies and investigating cultural variations to gain a broader understanding of the effects of these interventions.

Changes in gender disparities of depressive symptoms among middle-aged and older adults in China: an age-period-cohort analysis.

Depression is one of the most common mental disorders and substantially decreases socioemotional well-being and health-related quality of life. Analyzing temporal patterns in depressive symptoms can reveal emerging risks that require attention and have implications for mental health promotion. The present study disentangled age, period, and cohort (APC) effects on trends in depressive symptoms and their gender disparities among China's nationally representative samples of middle-aged and older adults. Using four-wave data (2011, 2013, 2015, and 2018) from the China Health and Retirement Longitudinal Study (N = 65455), APC effects were quantified based on the hierarchical APC model. The 10-item Center for Epidemiologic Studies Depression Scale (CES-D-10) was used to measure depressive symptoms. Depressive symptoms increased during late life and stabilized after reaching an advanced age. After further adjusting for individual characteristics, depressive symptoms exhibited a negative trend with advancing age. The mean levels of depressive symptoms remained stable during the study period. Depressive symptoms varied significantly across cohorts, with those born in 1949-1951 having the most severe depressive symptoms. Significant life-course and cohort variations existed in the gender gaps in depressive symptoms. Although women had higher mean scores on the CES-D-10 scale throughout the life course, the gender gaps in depressive symptoms gradually narrowed with age, as depressive symptoms decreased more rapidly among women. A widening trend in gender gaps in depressive symptoms was found among those born after the mid-1950s, mainly driven by a notable decline in depressive symptoms among men CONCLUSIONS: The convergence of living conditions between genders in late life, as a result of traditional Chinese culture, may have narrowed the gender gap in depressive symptoms. However, given the widening gender disparities in depressive symptoms among younger cohorts, more attention should be paid to women's mental health in the context of China's rapid socioeconomic development.

Critical socio-emotional inquiry: A longitudinal oral history project led by middle school students on socio-emotional well-being

A group of middle school students, working with educators in Washington Heights, NYC, designed a school-wide oral history project as a strategy to enrich the cultural and socio-emotional well-being of our school. As part of New York State’s required SEL intervention, we developed a Longitudinal Oral History Project, led by middle school students at S2, where we gathered peer-to-peer narratives about socio-emotional dynamics from middle schoolers growing up in working-class and immigrant households in times of pandemic and racial uprisings. The oral history protocol, the implementation of the interviews, the analysis, and the presentation of our results were youth-led, and compelling. Narrating rich and complex stories of joy, fear, courage, and care, our project centers the expertise of immigrant students of color, coming out of COVID-19 in the throes of early adolescence. The youth found great relief in discovering that their fears and anxieties were widespread and experienced a sense of power by influencing school policy with the compelling results of their inquiry.

Perspectivas docentes sobre el Aprendizaje Socioemocional en Colombia: Desigualdad, escaso entrenamiento basado en evidencia, postconflicto y políticas públicas

Evidence-based Socio-Emotional Learning (SEL) programs promote the acquisition of intrapersonal and interpersonal competencies, such as self-awareness, self-control, social awareness, social skills, and responsible decision-making, within educational settings. To optimize the socio-emotional development of students, it is crucial to understand teachers' knowledge, practices, and context regarding SEL (Humphries et al., 2018). Despite various calls to address the socio-emotional development of children in educational contexts in Colombia (Pérez, 2016), there is limited research on SEL. This qualitative study investigated the perspectives of thirteen teachers from diverse sociocultural contexts in Colombia. Specifically, it explored teachers' knowledge about SEL, their actions to promote the socio-emotional development of their students, and their needs and barriers. The interviews were designed based on previous studies that examined teachers' knowledge and practices related to SEL (e.g., Bridgeland et al., 2013; Buchanan et al., 2009; Humphries et al., 2018). Thirteen semi-structured interviews were conducted, and Flick's (2014) methodology was used for data reduction, reorganization, and representation. The results show that teachers have a solid understanding of socio-emotional skills and hold positive attitudes toward SEL. However, socioeconomic disparities and lack of training hinder the implementation of evidence-based SEL, especially in rural schools affected by armed conflict. Teachers highlighted the need for SEL training and the importance of culturally sensitive and trauma-informed practices, supported by public policies. Creating a supportive environment for the implementation of SEL is crucial. Through targeted training and culturally sensitive practices, teachers can effectively promote the socio-emotional well-being of all students. These findings underscore the importance of investing in SEL education, especially in contexts affected by socioeconomic disparities and armed conflict, to promote the socio-emotional development of at-risk students.

Leadership Qualities and the Socio-Emotional Well-being of Learners: A Case Study

The research aimed to understand the perception of principals towards the socio-emotional well-being of learners and to discover the measures taken by these schools to promote the socio-emotional well-being of their learners. The qualitative phenomenological study was utilized. The data was collected by semi-structured interviews with the ten school leaders. The sample encompassed leaders from diverse socio-economic backgrounds to ensure comprehensive representation. The data was analyzed through thematic analysis. The major findings suggested that leadership qualities such as empathy, communication skills, and conflict resolution abilities positively correlate with students' socio-emotional well-being. The proposed measures to improve the socio-emotional well-being of students are to incorporate development programs such as the SEL approach and counselling of the students. Based on the findings, recommendations were proposed for educational institutions to incorporate development programs focusing on nurturing socio-emotional skills among students. Additionally, strategies were suggested for educators to integrate these qualities into their teaching practices, fostering a supportive learning environment conducive to students' overall well-being.

REVIEWING THE INFLUENCE OF MENTAL HEALTH AND COPING STRATEGIES ON ACADEMIC PERFORMANCE

This study investigates the impact of mental health on academic performance among university students in Malaysia through a systematic literature review. By synthesizing findings from various peer-reviewed studies, the research identifies key themes, including the significant negative correlation between mental health issues (such as depression, anxiety, and stress) and academic performance. Additionally, it highlights the influence of broader societal issues, gender disparities, and the importance of socioemotional skills and well-being in academic success. The methodology involves a comprehensive search of electronic databases, stringent inclusion and exclusion criteria, and robust meta-analytic procedures to ensure unbiased and reliable analysis. The findings underscore the critical need for holistic approaches and effective mental health interventions to support students' academic success and overall well-being. This study provides valuable insights and recommendations for university administrators, policymakers, and mental health professionals, aiming to enhance support systems for Malaysian university students. Future research directions include exploring cultural differences, longitudinal effects, and the efficacy of various interventions for coping strategies.

Language learning and socioemotional well-being in early educational migration: Japanese children’s transition into English-medium education in Malaysia

ABSTRACT Transnational educational migration is an emerging educational practice among East Asian families. This study investigates the language learning and socioemotional well-being of children who study abroad. Two Japanese siblings (ages 11 and 14) provided their insights on studying at an English-medium school in Malaysia. Data were collected over 1.5 years using a child-focused participatory approach that combined interviews with creative visual techniques and a writing task. Results revealed the children’s subjectively negative experiences upon entering school. They found it hard to communicate in English with their peers and teachers and understand their lessons, which led to negative emotions, interpersonal problems, and language-related learning difficulties. A lack of English ability, age, and a lack of teacher and peer support contributed to their communication and learning difficulties and affected their socioemotional well-being. Peer relationships and academic performance only improved with increased English ability in the long term. The findings provide a critical perspective on early study abroad by highlighting its implications on children’s socioemotional well-being. They underscore the need to provide children with adequate support when they have to enter school and learn in a new language.

“I Tell Them Generics, but Not the Specifics”: Exploring Tensions Underlying Familial Support for First-Generation Latinx Undergraduate Students

Families continue to play an essential role in the experiences of first-generation Latinx undergraduate students and can serve as powerful partners to support student retention and socioemotional wellbeing. This qualitative phenomenological study uses the notion of emerging adulthood to explore how first-generation Latinx undergraduate students (n = 16) conceptualize their families’ role in their college education. Specifically, this study shows that while students describe feeling supported by their families, they also experience distinct and unique tensions tied to this support, which students associate with their first-generation student status. These tensions include (1) the family’s unfamiliarity with college culture; (2) bidirectional behaviors of protection from stress and worry; and (3) continued family interactions. These findings, or tensions, are essential to understand and address. Doing so can improve the nature of familial support for first-generation Latinx undergraduate students by leading to better family—student relationships, family—institutional relationships, and student academic and non-academic outcomes.