Trending Topic Research File
The turmoil caused by the COVID-19 pandemic, gun violence, and the intrusion of political partisanship into school and university governance have all contributed to the growing mental health crisis affecting students and educators.
The following compendium of open-access articles are inclusive of all substantive 91涩漫 journal content regarding mental health published since 2017. This page will be updated as new articles are published.
Note: Articles are listed below in reverse chronological order of publication.
Kate Somerville 91涩漫 Open, May 2025 Researchers found that participants experienced diminished well-being when schools mirrored broader injustices, but they experienced increased well-being in school-based “pockets of humanity” that countered injustices.
Megan R. Griffard, Marisa E. Marraccini, Danette Barber, Lauren Sartain, Dana C. Griffin 91涩漫 Open, May 2025 Researchers found that both types of schools were grappling with disaster educators.
Jadyn Laixley, Stephanie C. Sanders-Smith 91涩漫 Open, January 2025 Researchers found that classroom mindfulness efforts, when not supported by all classroom teachers and administrators, necessarily limit Black children’s ability to develop a sense of self-awareness and self-efficacy and can in fact reinforce feelings of self-blame.
Francisco Arturo Santelli, Jason A. Grissom 91涩漫 Open, October 2024 Reearchers found that each 5-minute increase in one-way commute time predicts an increase in transfer probability of 0.8 to 1.0 percentage points over most of the commute time distribution. We also find evidence that teachers with the longest commutes (i.e., 40+ minutes each way) have higher district exit probabilities.
Christi Bergin, Chia-Lin Tsai, Sara Prewett, Eli Jones, David A. Bergin, Bridget Murphy 91涩漫 Open, October 2024 Researchers found that participants perceived LiM as improving social-emotional competencies for both teachers and students.
Whitney M. Polk, Nancy E. Hill, Diane L. Hughes 91涩漫 Open, June 2024 This special topic collection identifies and applies empirically and theoretically grounded conceptualizations of racism to improve our understanding of the experience of racism, interventions to mitigate it, and protective factors.
Jane Sanders, Andrea Joseph-McCatty, Michael Massey, Emma Swiatek, Ben Csiernik, Elo Igor Review of Educational Research, October 2023 Researchers found that a burgeoning body of knowledge points to a significant relationship between trauma/adversity and experiencing school discipline that warrants further study and contextualizes expanded adversities, including poverty and racism as adversity.
Alyssa Hadley Dunn Educational Researcher, July 2023 This article argues that narratives of self-care for educators in the midst of pandemic teaching are a form of gaslighting, supported and exacerbated by a neoliberal school system that reinforces individualist, White-normed conceptions of teaching and learning.
Paul J. Kuttner 91涩漫 Open, July 2023 Researchers explore six aspects of belonging that are underemphasized in the school belonging literature, arguing that we should think of school belonging as agentic, intersectional, systemic, political, place-based, and a right.
Matthew J. Hirshberg, Richard J. Davidson, Simon B. Goldberg Educational Researcher, January 2023 Researchers found that most participants reported clinically meaningful anxiety and depressive symptoms.
Joseph M. Kush, Elena Badillo-Goicoechea, Rashelle J. Musci, Elizabeth A. Stuart Educational Researcher, November 2022 Researchers found that teachers reported a greater prevalence of anxiety symptoms than did those in other professions and that remote teachers reported significantly higher levels of distress than did those teaching in person.
Julia Moeller, Luise von Keyserlingk, Marion Spengler, Hanna Gaspard, Hye Rin Lee, Katsumi Yamaguchi-Pedroza, Renzhe Yu, Christian Fischer, Richard Arum 91涩漫 Open, March 2022. Researchers found that was only little change in students’ emotions from before to after the onset of the pandemic.
Mandy Savitz-Romer, Heather T. Rowan-Kenyon, Tara P. Nicola, Emily Alexander, Stephanie Carroll 91涩漫 Open, July 2021. Researchers found that there should be a concerted effort to reduce the role ambiguity and conflict in counselors’ roles so they are better able to meet students’ increased needs.
Angela L. Duckworth, Tim Kautz, Amy Defnet, Emma Satlof-Bedrick, Sean Talamas, Benjamin Lira, Laurence Steinberg 鈥婨ducational Researcher, July 2021. Researchers addressed the social, emotional, and academic impact of attending school remotely rather than in person, using survey data collected from N = 6,576 high school students in a large, diverse school district that allowed families to choose either format in fall 2020.
Julia Holzer, Marko L眉ftenegger, Selma Korlat, Elisabeth Pelikan, Katariina Salmela-Aro, Christiane Spiel, Barbara Schober 91涩漫 Open, March 2021. Researchers highlighted the relevance of perceived competence, autonomy and self-regulated learning for university students’ well-being in times of unplanned and involuntary remote studying. The results also indicate a potential relevance of relatedness for intrinsic learning motivation.
Rebecca J. Collie 91涩漫 Open, January 2021. Researchers found that autonomy-supportive leadership was associated with greater buoyancy and, in turn, lower somatic burden, stress related to change, and emotional exhaustion (while controlling for covariates, including COVID-19 work situation).
Germ谩n A. Cadenas, H. Kenny Nienhusser 鈥婨ducational Researcher, September 2020. Researchers examined differences in psychosocial well-being between college students with abject immigration status (i.e., undocumented, other temporary documentation), students with permanent status (i.e., U.S. citizenship, permanent residency), and students with visas using a set of one-way analyses of variance (ANOVAs).
Maithreyi Gopalan, Shannon T. Brady 鈥婨ducational Researcher鈥�, December 2019. Researchers found that, in a nationally representative sample, first-year U.S. college students “somewhat agree,” on average, that they feel like they belong at their school. However, belonging varies by key institutional and student characteristics; of note, racial-ethnic minority and first-generation students report lower belonging than peers at 4-year schools, while the opposite is true at 2-year schools.
Meredith O’Connor, Dan Cloney, Amanda Kvalsvig, Sharon Goldfeld Educational Researcher, May 2019. Researchers examined the relationship between positive mental health at school entry and academic achievement at Grade 3, drawing on a representative sample of Australian children with linkage to results of standardized academic testing.
Alison Willis, Mervyn Hyde, Ali Black American Educational Research Journal, May 2019. Researchers found that although teachers value student well-being initiatives, they are experiencing very real tensions dealing with student mental health concerns and performance targets, which is complicated by a lack of confidence in the efficacy of well-being programs in schools.
Susan M. Sheridan, Tyler E. Smith, Elizabeth Moorman Kim, S. Natasha Beretvas, Sunyoung Park 鈥婻eview of Educational Research, January 2019 This meta-analysis examined the effects of family-school interventions on children’s social-behavioral competence and mental health.
Micere Keels, Myles Durkee, Elan Hope American Educational Research Journal, September 2017. Researchers found that students’ exposure to microaggressions and its effects were conditional on individual and school characteristics.
Lisa De La Rue, Joshua R. Polanin, Dorothy L. Espelage, Terri D. Pigott 鈥婻eview of Educational Research, February 2017. This review is the first to provide a quantitative synthesis of empirical evaluations of school-based programs implemented in middle and high schools that sought to prevent or reduce incidents of dating violence.