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Children
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Children and Adolescents' Well-Being at School
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Children and Adolescents' Well-Being at School

A special issue of Children (ISSN 2227-9067). This special issue belongs to the section "Global Pediatric Health".

Deadline for manuscript submissions: closed (1 July 2024) | Viewed by 3202

Special Issue Editor

Dr. Giulio D’ Urso

E-Mail Website
Guest Editor
Associate Professor, Department of Law, Economics and Human Sciences, Mediterranea University of Reggio Calabria, Reggio Calabria, Italy
Interests: gender studies; sexual orientation; stigma; ethnicity; multiculturalism; cross cultural psychology; culture; adolescent development; child development; addiction
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

This Special Issue will analyse the psycho-educational aspects that promote the scholastic and socio-relational well-being of children and adolescents.

The literature highlights how certain crucial factors such as social (relationships with peers, teachers, and parents, and with the institutional context) and individual variables (i.e., norms, values, beliefs, temperamental characteristics, personality traits) can promote positive and inclusive school paths and reduce the effects of stigmatisation, marginalisation, and victimisation.  The analysis of risk and protective factors related to well-being at school focuses not only on children and adolescents, but also the behavioral regulatory processes of those involved in the educational process (i.e., teachers, parents and institutions). Analysis of the psychological mechanisms involved in didactic strategies for teachers, of parental characteristics, as well as of the role of institutions and how they can influence learning processes represent starting points for structuring specific interventions and public policies capable of influencing well-being.

This Special Issue will collect cross-sectional, longitudinal, cross-cultural, and case studies written from a range of perspectives to better analyse the factors involved in the process of building a school that is attentive to the needs and well-being of children and adolescents.

Dr. Giulio D’ Urso
Guest Editor

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 single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Children 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 2400 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

  • well-being
  • students
  • teachers
  • parents
  • school

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Published Papers (1 paper)

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Review

27 pages, 1320 KiB  
Review
Effect of Summer Holiday Programs on Children’s Mental Health and Well-Being: Systematic Review and Meta-Analysis
by Emily Eglitis, Catherine Simpson, Ben Singh, Timothy Olds, Amanda Machell, Rosa Virgara, Mandy Richardson, Kylie Brannelly, Aniella Grant, Jessica Gray, Terri Wilkinson, Zoe Rix and Carol Maher
Children 2024, 11(8), 887; https://doi.org/10.3390/children11080887 - 23 Jul 2024
Viewed by 2445
Abstract
Poor youth mental health is an area of global concern. Summer holiday programs may provide environments that support mental health when the structures and supports of school are not available. The aim of this review was to determine the effectiveness of summer holiday [...] Read more.
Poor youth mental health is an area of global concern. Summer holiday programs may provide environments that support mental health when the structures and supports of school are not available. The aim of this review was to determine the effectiveness of summer holiday programs in improving the mental health, social–emotional well-being, and cognitive (non-academic) outcomes of children and adolescents. Studies of summer holiday programs for school-aged children (5–18 years) were included if they measured any mental, socio-emotional or cognitive (non-academic) outcome. Studies were excluded if they were published prior to 2000, targeted clinical populations or lasted less than five days. Six databases were searched (April 2023). Risk of bias was assessed using the PEDro tool. Study outcomes were grouped according to three main constructs: mental health (psychological well-being, anxiety, depression, distress, and self-perception including self-esteem, self-worth, self-concept, confidence, and competence); social–emotional well-being (behavior and social skills, e.g., communication, bullying, conflict resolution, empathy, and social skills); and cognitive function (memory, selective attention, and executive function). A fourth “other” group captured substance use, personality traits, character skills, and values. Effect sizes were calculated as the standardized mean difference between pre- and post-intervention scores. The synthesis involved a random-effects meta-analysis (presented in forest plots), where possible, with the remaining outcomes narratively synthesized. Twenty-six studies (n = 6812 participants) were included. The results of the meta-analysis suggested that summer programs showed a statistically non-significant trend toward reducing symptoms of anxiety and depression (k = 2 studies, SMD = −0.17, 95% CI −2.94, 2.60), psychological distress (k = 2 studies, SMD −0.46, 95% CI –1.71, 0.79), and no effect on self-esteem (k = 6 studies, SMD = 0.02, 95% CI −0.02, 0.06) or self-worth (k = 3 studies, SMD = 0.05, 95% CI 0.00, 0.11). Narrative syntheses indicated a pattern toward improvements in general mental health, self-perception, social–emotional outcomes, and cognition. Studies were generally small, with a high risk of bias. Summer holiday programs for children and adolescents show trends toward improving mental, social, emotional, and cognitive outcomes. Programs targeting disadvantaged children showed stronger patterns of improvement related to mental health and self-perception than programs targeting the general population. While effect sizes are small to negligible, they consistently indicate improvements. Summer programs present a promising avenue to promote mental health in children; however, further rigorously designed, clearly reported control-group studies are required to more fully understand their effects. Full article
(This article belongs to the Special Issue Children and Adolescents' Well-Being at School)
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