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Worldwide, schools implement social-emotional learning programs to enhance students' social-emotional skills. Although parents play an essential role in teaching these skills, knowledge about their perspectives on social-emotional learning is limited. In providing insight into the perspectives of parents from adolescent students this paper adds to this knowledge.

An explorative qualitative study was conducted to gain insight into parents' perspectives (N = 32) on adolescent social-emotional learning. A broadly used professional framework for social emotional learning was used as a frame of reference in interviews with parents from diverse backgrounds. Within and across case analyses were applied to analyze the interviews.

A conceptual model of four social-emotional skills constructs considered crucial learning by parents emerged from the data: respectful behavior, cooperation, self-knowledge and self-reliance. Parents' language, interpretations and orderings of skills indicate that the model underlying these constructs differs from skills embedded in the professional framework.

Participants were small in number and mainly female. Therefore, more research is necessary to test the model in other parent populations.

The social-emotional skills students in prevocational secondary education learn at home differ from those targeted in SEL programs. Engaging students’ parents in SEL program implementation is indicated to align the skills taught at home and school. Preparing teachers to implement such programs requires training them on engaging parents from diverse backgrounds.

The study is one of the first providing insight into parents’ perspectives on SEL, the social-emotional skills deemed crucial to master for adolescents, and the roles they view for themselves and school on teaching these skills.

The purpose of this paper is to evaluate the effects of the Dutch “Skills for Life” programme on students’ health behaviours, bullying behaviour and suicidal ideation.

The effectiveness of the “Skills for Life” programme on health behaviour outcomes was evaluated at three points in time in using a cluster randomized controlled study design with a follow-up of 20 months. In total, 27 schools and 1,394 students were included.

The programme was judged to be well implemented in just under half of cases. The outcome results for the experimental group (EG) compared with controls present a complex picture at the three different time points used for evaluation. There was a clearly positive effect on levels of alcohol consumption and a clearly negative effect on smoking across time. There was a mixed picture over time for suicide ideation and for bullying including sexual bullying (although the prevalence rates for bullying were low and thus results should be treated with caution). There were generally more positive impacts on students with lower educational levels including less suicidal ideation and less bullying.

Limitations were the dropping out of several schools during the study and the low level of fidelity of the curriculum. Social emotional learning (SEL) programs can be part of a health promoting school framework but should be more tailored to disadvantaged school populations.

The findings indicate that students with a less optimal starting position, when it comes to health related behaviours, benefit most from a SEL programme. This indicates that schools with disadvantaged school populations could benefit most from a Health Promoting School approach.

The purpose of this paper is to describe how and why school-based programmes to prevent or reduce bullying involve parents, and what impact involving parents has on bullying.

A review of relevant literature, in particular systematic reviews and meta-analyses.

The logic of involving parents in school-based bullying prevention programmes is that this increases the likelihood of parents first, telling schools that their child is being bullied, which in turn enables the school to act appropriately, and second, being able to address bullying-related issues effectively at home. Parent involvement is associated with a reduction in bullying but further research is needed to determine if it is a causal factor. Programmes tend not to include a parenting education and support element, despite negative parenting behaviour being associated with children being a victim or a bully/victim.

There is good reason to involve parents in school-based bullying prevention. Given the parenting risk factors for bullying perpetration and victimisation, bullying prevention programmes could also usefully offer parenting education and support.

The paper focuses exclusively on the role of parents in school-based bullying prevention programmes. It articulates the logic of involving parents and summarises the impact of parent involvement.

Evidence on implementing effective adolescent mental health promotion and prevention interventions in the European context is underdeveloped. The purpose of this paper is to identify evidence-based mental health promotion and prevention interventions for adolescents that have been developed and/or implemented across the school, community and digital settings in Europe. This review also sought to identify the relevant implementation processes in relation to what works, for whom and under what circumstances.

A narrative synthesis of the evidence was conducted which included two stages: a systematic search of studies assessing adolescent mental health promotion and prevention interventions; and a selection of interventions with the most robust evidence base, using pre-defined criteria, that have been either developed and/or implemented in Europe.

A total of 16 interventions met the inclusion criteria. The majority of interventions were school-based programmes. The review findings support the delivery of interventions aimed at enhancing young people’s social and emotional learning (SEL) and preventing behavioural problems. Results indicate that the effective delivery of SEL interventions on a school-wide basis could provide an important platform on which other universal interventions such as anxiety and bullying prevention, and targeted depression prevention could be developed in a multi-tiered fashion. There were a limited number of studies providing robust evidence on the effectiveness of suicide prevention, digital and community-based interventions.

This review identifies a number of robust evidence-based promotion and prevention interventions for promoting adolescent mental health. While the interventions have been implemented in Europe, the majority has not been evaluated rigorously and few included detailed information on the quality of programme implementation. Evidence of the effective cross-cultural transferability of these interventions needs to be strengthened, including more systematic research on their implementation across diverse country contexts.

Despite their pivotal role in classroom social dynamics, teachers are not always aware of, and/or do not know how to respond to, bottlenecks in these dynamics. This study investigated the effectiveness of the Social Classroom Dynamics Intervention with Lesson Study (SKILS, acronym of the Dutch program name) in supporting teachers with regards to improving their classrooms' social dynamics.

A sample of Dutch secondary school classrooms was divided into five SKILS classrooms (n = 86; 53.5% boys; M_age-T0 = 13.62 years and SD = 1.02 years) and nine control classrooms (n = 156; 50.6% boys; M_age-T0 = 13.55 years and SD = 0.89 years). Involvement in bullying and social cohesion was assessed pre- and post-intervention using student peer reports. Teachers of SKILS classrooms formed SKILS teams of five teachers (N = 25; 60% male; M_age-T0 = 42.45 years and SD = 12.81 years; teacher's experience: M_T0 = 11.35 years and SD = 8.36 years). Teachers were interviewed post-intervention.

While SKILS had little effect on classroom bullying dynamics, it had a positive effect on student social cohesion. Teachers indicated a learning effect with regard to identifying bottlenecks within classroom dynamics and felt more competent to intervene in response to bottlenecks due to SKILS.

The findings suggest that teachers can successfully impact classroom social cohesion by increasing their knowledge of classroom dynamics and working in Lesson Study (LS) teams with colleagues to develop tailored interventions for these dynamics.

Understanding how health status and physiological factors affect performance is a daunting task. This chapter will discuss physiological, behavioral, and psychological factors that influence or determine the capacity to fight, and will consider metrics that can be used to measure their status. The premise of this discussion is that there is a set of physiological and psychological factors that intimately affect performance and that the relative contribution of these variables is individually unique. These factors can be identified and assessed, and are amenable to modification. A fuller understanding of these variables can lead the effort to maintain and improve performance in the adverse and challenging environments of military operations.

The purpose of this paper is to examine risk factors associated with Western Australian secondary school students’ involvement in violence-related behaviours.

This cross-sectional study examined data collected using an anonymous self-completion questionnaire from 542 school students aged 13-17 years. The questionnaire measured risk factors associated with being a perpetrator and/or victim of violence-related behaviours.

Gender was significantly associated with being a victim and perpetrator of violence-related behaviours. Males were significantly more likely than females to be a victim of threatening and physical violence at school, and to be a perpetrator of physical violence at school and in the community. Males were significantly more likely than females to watch violent media, with exposure to violent media associated with physically hurting someone at school. Students involved in greater acts of animal cruelty had increased odds of being involved in all forms of the violence measured.

Limitations such as the cross-sectional nature of the study and the small sample size are noted, along with suggestions for future research.

Implications of the research for practitioners working with adolescents, with a particular focus on the school setting, are discussed.

Most previously published research on adolescent involvement in violence has been conducted outside Australia, and as such, may not be directly applicable to the experiences of young people in Western Australia.

The study aims to determine the contributions of universal school-based educational programs to the current and future worldwide youth mental health condition.

A systematic search was conducted in accordance with the PRISMA 2020 guidelines. Academic education and health databases including ERIC, Education Database, APA PsycInfo, APA PsycArticles, Psychology Database, and PubMed were used. Characteristics and outcomes of educational interventions developed in school settings and education potential for mental health promotion were examined.

Universal school-based mental health educational programs positively affect preadolescents and adolescents. The study review provided further insight into educational programs' characteristics and identified two primary curricula foci: mental health education and development of resiliency traits and skills.

Research on mental health promotion using a pedagogical approach is rare as most studies focus on mental health symptomatology and psychotherapy techniques training.

The current study aims to investigate whether the victimization of immigrant children is more likely to be unrecognized by teachers and parents and what demographic factors contribute to children's unrecognized bullying victimization.

Data from the publicly accessible US Early Childhood Longitudinal Study, Kindergarten Cohort, 2011 were utilized (N = 10,587 children across 2,194 schools), and the hierarchical linear model was used for modeling.

Among all bullying victims included in this study, only 32% were recognized by both parents and teachers. Bullied children who had only foreign-born parent/s were more likely to be unnoticed by adults than those who had only US-born parent/s. Among all bullied children, girls were more likely to be overlooked by adults than boys, and Asian and Hispanic children were more likely to be overlooked by adults than White children.

To better protect and support all victimized children, schools should develop innovative strategies to engage more immigrant parents; teachers and parents need to learn how not to rely on social and cultural biases to guide their interpretations and response to school bullying; parents and teachers should keep good communication with children.

Previous research demonstrates that immigrant children have a high risk of being bullied in school, but it is unclear whether parents and teachers are sufficiently aware of their victimization. This paper is the first study to demonstrate how parents' nativity, gender and race/ethnicity are associated with children's unrecognized bullying victimization.

Building on the emerging literature on the psychology of working theory, this study aims to examine the impact of decent work on employees’ mental health as well as the association between the dimensions of decent work on employees’ mental health.

Quantitative data were collected from 260 employees working in the Ghanaian mining industry.

Data analysis showed a positive significant relationship between decent work and employee mental health. Furthermore, access to health care, adequate compensation and hours that allow for free time and rest related positively and significantly with employee mental health. However, the relationships between physical and interpersonal safe working conditions, organizational values that complement family and social values and employee mental health were not significant.

The findings extend the emerging literature relative to the influence of decent work on mental health in developing country context, specifically, sub-Saharan Africa where concerns for decent work have become extremely relevant because of the experience of extreme poverty and unemployment that characterize the region.