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This article explores the nature, strengths and limitations of Roman, Christian, Kantian and utilitarian ethics and their legacy in some modern theories of educative leadership that are educative in intent and outcome. It is shown that Roman, Christian, Kantian, and utilitarian ethics have profoundly shaped transformational, instructional, distributed, and ethical leadership theories. Roman ethics emphasize civic duty, virtue, and community service, influencing leaders to inspire collective goals and improve educational outcomes. Christian ethics highlight love, compassion, and moral integrity, guiding leaders to act as ethical exemplars and nurture followers. Kantian ethics focus on duty, universal principles, and respect for individuals, promoting ethical consistency and dignity in leadership practices. Utilitarian ethics prioritize maximizing happiness and well-being, driving leaders to achieve positive changes and balance individual needs with the greater good. It concludes that these ethical foundations (a) continue to inform contemporary educative leadership practices and (b) underpin recent scholarship that has shown how Roman, Christian, Kantian, and utilitarian ethics can shape moral school leadership and ethical decision-making, offering school leaders a nuanced approach to promote learning and social justice, fairness, and community well-being.

This paper describes a Capability Approach analysis of the capabilities, functionings, and conversion factors reported by learners on workplace-based mobile language learning courses. The study used secondary data from student satisfaction surveys from 556 learners who were all recent migrants to the US and who were using the courses to study English. Use of the Capability Approach highlights that the promises of mobile learning were not available to all learners as conversion factors (individual, social, environmental, and technological) inhibited their participation in the courses. The study shows how some learners experienced a tension between well-being and agency as they were unable to study the content they wanted in the way they wanted. It also demonstrates that factors around the business model of the company that created the courses impacted the level to which learners were able to participate in the program. Finally, the study illustrates that learners were able to extend the language they learned through the course into other areas of their lives and to help others.

This study explored the experiences of inclusion and exclusion of African academics in Norway in various sectors of the society and their participation in these sectors. Using a mixed method research approach, 166 African academics completed a 20-item questionnaire entitled Perceived Exclusion Scale (PES) and two open-ended questions about their mental effects and coping mechanisms of exclusion. Descriptive statistics and qualitative analysis procedures were used to analyze the data. The results showed that the participants experienced exclusion in almost all the sectors of the Norwegian society with concomitant effects of depression and insomnia for most of the participants. Participants mentioned acceptance, confrontational strategy, avoidance strategy, theological group discussion and positive attitudes as key coping mechanisms to exclusion and discrimination. This study could be used as a baseline for future research on the psychological and mental health effects of discrimination of Africans and African-Norwegians. The study is a pointer to the public discourses on the positive sides of immigration in general and the role of migrants' contribution to the Norwegian society.

The issue of psychological well-being in education has emerged as an increasingly critical topic in recent years. This is due to the significance of psychological well-being in enhancing the performance of educational institutions, encompassing students, teachers, and the process of formulating school policies. This study sought to discover recent research on psychological well-being from an academic perspective. A total of 27 research articles were successfully gathered and reviewed based on the established criteria. This article review was conducted utilizing two databases (SCOPUS and WoS) and the following keywords: "psychological well-being" combined with "AND" and other search terms such as "school", "teacher", and "student". This systematic review offers a synthesis of results that can serve as the initial step in developing constructs of psychological well-being in educational institutions, thus implying the importance of psychological well-being for teachers and students. The results of the analysis from this systematic literature review have been discussed and concluded in this study.

Educator leaders play a vital role in fostering educators' and students' mental health and wellbeing. Through qualitative research, this paper provides insights from eight education leaders working in State Schools in Malta on their perceptions of, and experiences in, the promotion and support of mental health and wellbeing among educators and students. The objective of the study is to examine how mental health and wellbeing are being promoted, addressed, and supported in schools. Eight semi-structured interviews were conducted with education leaders followed by a reflexive thematic analysis. Four themes emerged from the data, namely school philosophy, ethos, and leadership; mental health and wellbeing in schools; loss and grief; and COVID-19 and its impact on mental health and wellbeing in schools The findings suggest the need for more proactive and supportive considerations of mental health and wellbeing in schools in Malta, along with the implementation and evaluation of mental health and wellbeing whole-school projects in schools.

Higher education students need help and support to enable them to cope with the challenges of their studies. The aim of this study was to investigate the perspectives of first-year undergraduate students on predictors of psychosocial support in challenging situations. A creative art-based descriptive research design was employed utilising an individual One-Page Profile form to gather data from 240 first-year students from two different universities in Slovakia. Data was collected and analysed using a content-thematic and visual approach. Four significant individual predictors of psychosocial support were identified: emotional, instrumental, informational and appraisal. Emotional support consists of desirable mental health, defined by the students as experiencing happiness, self-satisfaction, self-development, relationships which are satisfying, loving and safe, trust, empathic acceptance, and care from others. Instrumental support varies from personnel up to material resources e.g., people, animals, and assistance such as financial services. The preferred informational support is peer-to-peer counselling, followed by professional counselling. When students describe appraisal support their needs are primarily in the areas of well-being and self-efficacy. The study makes various suggestions on how University staff can provide first-year students with support and counselling in their everyday challenges.

The importance of enhancing social and emotional skills in educational settings has gained prominence, with many countries and organizations embracing the Social and Emotional Learning (SEL) framework to equip individuals with the tools needed for shaping a self-identity, emotional regulation, goal achievement, empathy, nurturing relationships, and responsible decision-making and overall well-being. In this paper, we aim to connect the globally acknowledged Collaborative for Academic, Social, and Emotional Learning SEL framework with international policies that underscore the importance of social and emotional skills in the school context. To accomplish this goal, we first provide a brief overview of the key components of the SEL framework. Subsequently, we explore two significant educational policies within the European context. The first policy is the World Health Organization Health Promoting Schools initiative. We present its objectives, a WHO-affiliated program example, the promoted and assessed competencies of students, and its results, connecting its framework with the CASEL SEL approach. The second focus is the Organisation for Economic Co-operation and Development Study on Social and Emotional Skills, describing its developmental process and the assessment framework. Finally, we describe the alignment of SEL with these European educational policies and illustrate their role in advancing and improving the evaluation of SEL initiatives in educational environments.

This study investigated the impact of Problematic Internet Use (PIU) on Iranian adolescents' Psychological Well-Being (PWB), focusing on the mediating roles of sleep quality and self-regulation. Data was collected from a sample of students (n = 228, girl = 197, boy = 31) aged 12 to 19 years. Participants completed four online questionnaires, including the PIU questionnaire, the Psychological Well-Being Scale (PWBS), the Pittsburgh Sleep Quality Index (PSQI), and the Short Self-Regulation Questionnaire (SSRQ). Results confirmed that while PIU was not directly effective on PWB, it was indirectly effective through the mediation of sleep quality and self-regulation. By gaining such understanding, we can devise interventions to enhance individuals' sleep quality and self-regulatory capacities, thereby improving their PWB.

Anxiety disorders are highly prevalent globally and it is much more prevalent among adolescents because of their exposure to a variety of stressors. Research shows that emotional and biopsychosocial well-being changes over the course of their schooling, with a general increase in anxiety, highlighting the need to further investigate the risk factors that contribute to worry and anxiety symptoms among college student populations. In Mauritius, there has been a rise in the number of adolescents who are recipients of psychiatric treatments at the local government hospitals as well as an increase in the number of cases reported to the school authorities. The present study aimed to identify the causal factors of anxiety among adolescents, and its effects in the educational context. Further, the role of educational social workers in overcoming anxiety was explored and the aim was achieved using the exploratory approach. A focus group discussion using a semistructured questionnaire was conducted with ten (10) people including educational social workers and educational psychologists recruited through convenience sampling. A thematic analysis of the data shows academic anxiety as an emerging factor, followed by bullying and lastly, family issues. The findings revealed impacts at the school level such as students' inability to concentrate in class, non-participative and also showing emotional distress. While educational social workers provide counselling to students and parents, a need for teacher empowerment and peer counselling are proposed as future avenues.

Inclusive education is the process of integrating individuals with disabilities into a regular classroom, and it helps reflect the world's commitment to equal educational opportunities as outlined in UNCRPD. It emphasizes the importance of embracing diversity and promoting acceptance among students who are impaired. This paper examines why it is important to include learners with impairments into mainstream classes and the favorable attitudes towards inclusive education among teachers, administrators and students. Many barriers hinder its implementation such as lack of professional development for teachers, insufficient facilities for learning, difficulty in creating relationships between classmates, inadequate parent participation, and absence of legislations and policies that are aligned towards its practice. The role of several educational theories like social constructivism, humanistic approach and universal design for learning (UDL) have been discussed to show their relevance in addressing challenges found in inclusive learning. Social Constructivism shows how collaborative work can be used inside the classrooms so that peer rejection will be lessened. The approach that is humanistic stresses about the comprehensive growth all individuals while addressing the needs of learners with disabilities. UDL focuses on promoting an accessible learning environment and eliminating physical barriers to foster successful growth for all students. Moreover, this article underlines relevance of awareness on how children with impairments can be incorporated into conventional classrooms and benefits which inclusive education has for both disabled and non disabled students. In conclusion, this paper emphasized the transformative nature of inclusive education in fostering a learning atmosphere that promotes diversity, empathy, and acceptance, contributing to students' overall development.

This study examined the dynamic between perceived authoritarian parenting style (PAPS), and subjective wellbeing (SWB) among purposively recruited 423 college students in China. Expectancy value beliefs (EVB), fear of failure (FOF), and competitiveness were taken as mediators. The data were analyzed using Bootstrap method of 5000 sample and 95% confidence interval. The results revealed a significant negative total effect of PAPS on SWB. Additionally, two indirect paths were found to be significant: the mediation of FOF (Path 2) and the serial mediation of FOF and competitiveness (Path 6). These findings suggest that the perception of authoritarian parenting style is a negative predictor of students' happiness, and that FOF and competitiveness played important mediating roles in this relationship. These findings have important implications for educators, parents, and policymakers who aim to promote positive academic and personal outcomes for college students. The results suggest the need for interventions that address the negative impact of PAPS on students' wellbeing, and the importance of fostering positive beliefs about the value of education and academic achievement, as well as reducing FOF and promoting healthy competition.

In light of the devastating effects of COVID-19 on early childhood care and education (ECCE), with this study we aimed at illuminating the self-efficacy and well-being of ECCE teacher educators, from the perspective of 9 participants in 7 higher education institutions (HEIs) across 5 South African provinces. The study, conducted by 2 ECCE teacher educators, was informed by the feminist ethics of care, combined with Bandura's Social Cognitive Theory, to understand self-efficacy, and Seligman's PERMA (positive emotions, engagement, relationships, meaning and accomplishments) theory of well-being. Semi-structured, online interviews using Microsoft Teams was used to produce the data. The findings reveal aspects that compromised self-efficacy and well-being, as well as aspects that energised them. All the participants reported that their institutions were under-prepared for the pandemic. They recognised that they lacked work-life balance and were at risk of burnout. Despite this, their resilience enabled them to develop a deeper interest and stronger commitment to their work, largely because of the support they had received from their colleagues. From the findings of the study we recognise that strong self-efficacy sustained teacher educators' professional practice despite the pandemic affecting their well-being in a negative way. In the context of building forward better and differently, this study points to the importance of developing responsive well-being programmes for staff in higher education institutions and communities of practice that are responsive to the needs of female teacher educators.

The use of grades as an extrinsic motivator in formal schooling has been demonstrated in previous research to have negative implications for students' learning and mental health. This subject matter has been particularly absent from the research literature in Vietnam, where the obsession with grades is self-evident. The present study aims to explore Vietnamese university students' orientations toward learning and grades, learning strategy use, mental well-being, and how these variables correlate. In addition, the study examines the potential interplay between learning orientation and grade orientation to influence the latter two variables. A quantitative research design was employed to achieve these goals. Survey responses were collected from 38 second- and third-year students majoring in English Language at a large, public university during a summer semester. Specifically for learning strategy use, participants were directed to pull from their experiences in a Public Speaking course that they had completed in the previous semester. Results revealed that a learning orientation was moderately related to both adaptive learning strategy use and mental wellness, whereas a grade orientation was only negatively related to learning strategy use and unrelated to mental well-being. Moreover, a strong learning orientation alone resulted in the most positive outcomes for both learning and mental health, and higher levels of grade orientation weakened those outcomes. Limitations of the study, directions for future research in this area, and implications for students and educators are then discussed.

This article examines heterogeneity in adverse events and conditions and how low-income African American young adults respond. Although nearly all individuals in the sample report at least one instance of adversity, the nature and frequency of adversity varies, as do the responses. Some individuals see their lives and plans derailed; others engage in more protective strategies. For still others, adversity presents a difficult trade-off between surviving and thriving. We formalize this trade-off as an extension of a basic model of costly human capital investments. The model shows that a rational, fully informed individual facing this brutal trade-off, in an effort to survive the fallout of adversity, may optimally choose not to make high-return investments that promote thriving in the future. Improved policy design would recognize this type of trade-off.

This study is aimed at validating the French version of the Effort-Reward Imbalance Questionnaire for Teachers. The instrument was pretested before being administered in a large-scale study with elementary school teachers. Dimensionality of the instrument was examined using the bifactor exploratory structural equation modeling (ESEM) framework. The bifactor ESEM model showed the best fitting indices and parameters. Importantly, results suggested the existence of a continuum for ERI data concerning elementary teachers. The instrument showed concurrent validity with several measures of mental health, job satisfaction and work-life balance.

This article examines the negative effects social media has on adolescents' health and well-being, and how it impacts their academic life. Research was conducted by using scholarly search engines to locate several articles that examined the effects of social media use on adolescents within the last ten years. After reviewing the articles, five main themes emerged: social media's impact on (1) social-emotional health, (2) mental health, (3) physical health, (4) academic performance, and (5) the effect of social media use during the COVID-19 pandemic. The findings from the literature review show the adverse effects of social media on adolescent social-emotional, mental, and physical health, and student academic performance. This review of the literature concludes by observing that adolescents are struggling with problematic social media use and need to learn responsible self-regulation tools and strategies. Future research should consider how to effectively protect and limit students from having to experience these adverse effects, while promoting a healthy and responsible balance of life online and in-person.

We investigate the contrasting realities of the pandemic on psychosocial experiences and ways of coping among American Voices Project respondent surveys (N = 720) and interviews (N = 172). Despite similar levels of distress early in the pandemic, by late 2020 clear differences across education, race and ethnicity, and gender emerged, both quantitatively and qualitatively. Those with structural advantages reported greater gains from the pandemic, including self-improvement opportunities like therapy and time outdoors. In contrast, respondents without college degrees, Black and Hispanic individuals, and women reported experiencing greater psychosocial shocks into the later months of 2020 and feeling disproportionately undervalued, socially disconnected, and stressed, respectively. The former two groups also systematically differed in their coping strategies, which included hard work, emotion suppression, and faith.

Mounting research has revealed how the labor of caregiving and parenting in the United States fell disproportionately to mothers during the COVID-19 pandemic, with negative impacts on mothers' personal and professional well-being. Here, we advance this growing body of work by examining how mothers' pandemic-related parenting and caregiving experiences differed across socioeconomic status. We ask the degree to which mothers' class-based parenting approaches persisted or dissipated in the wake of the pandemic. Drawing on in-depth interviews conducted with 130 mothers caring for children under eighteen in 2020-2021, we find that these parenting patterns largely continued into the pandemic, with mothers' socioeconomic and employment status shaping how they experienced and navigated this disruption and particularly how they managed competing paid and unpaid labor demands.

Attention-deficit/hyperactivity disorder (ADHD) is America's most common childhood disorder. Although an ADHD diagnosis can bring positives, recent research uncovers potential negatives associated with diagnosis. This study examines understudied racial-ethnic heterogeneity in the relationships between an early elementary school ADHD diagnosis--with or without medication treatment--and children's future perceived self-competence, teacher-rated school behaviors, and parent-rated educational expectations. Findings are consistent with the notion that diagnosis can trigger racialized patterns of stigma. That is, relative to undiagnosed matches of the same social class and regardless of medication use, diagnosed Black children demonstrate worse teacher-rated school behaviors, diagnosed White children report poorer perceived self-competence, and parents of diagnosed Hispanic children report poorer educational expectations. Racialized patterns of stigma might amplify the consequences of negative-ability stereotyping on Black children, academic pressure on White children, and mental health stigma on Hispanic children. Findings also highlight the challenges of identification posed by differential unobserved selection into diagnosis.

Student well-being is an increasing area of concern within higher education and one of the biggest causes of attrition. This study sought to investigate the potential for sensory modulation strategies as an approach to support student well-being and engagement in studies through an action research project. Sixteen second-year occupational therapy students took part in a two-week trial of items designed to support sensory modulation, following which they were asked to complete an online survey evaluating the effectiveness of the item in relation to affect, regulation, attention, and activity. Eight students completed the survey containing a mix of Likert scale and free text responses. Results of the surveys were analyzed through descriptive statistical analysis of numerical data and quantitative content analysis of textual data informed by a pre-existing framework derived from a model of Sensory Integration. While preliminary in nature, the results of the survey suggested a positive impact on affect, specifically anxiety, overall regulation, and ability to engage in studies, suggesting a connection between these factors. An additional code was identified during the analysis of strategy mismatch to reflect barriers encountered relating to the extent of and longevity of use of the strategies. Further research on a larger scale is needed to more fully investigate the potential of this approach for facilitating increased student well-being.

Declining occupational therapy student mental health and well-being is well described in the literature. However, there is a lack of literature describing recommendations from the student perspective that could help academic programs as they develop and implement support programming. Involving students in the process can be beneficial as they are experts in their experiences. The purpose of this qualitative descriptive study was to describe recommendations current occupational therapy students had for their academic programs to best support them during their educational experience. The study sample consisted of 628 entry-level masters and doctoral occupational therapy students from 31 states. Participant responses to one open-ended question compromised the raw data. Data was analyzed line by line using a multi-tiered coding process. Five themes emerged from the data related to faculty/student interactions, in-classroom learning, out of classroom support, programmatic recommendations, and no recommendations. Many of the participants' recommendations were consistent with the general recommendations found in the literature. However, occupational therapy academic programs could incorporate the participants' recommendations into their local level programming while also highlighting occupational therapy's distinct values. To promote student well-being, consider all contexts and factors that impact their students' occupational performance and incorporating meaningful, occupation-based activities inside and outside of the classroom. As occupational therapy programs are successful in supporting their students, they could contribute to their university systems' wider campus efforts highlighting the profession's unique role in promoting health and well-being.

In light of the proven benefits of high-quality afterschool STEM programming for teens, the author worked with colleagues at University of Maryland Extension to institute the Pollinator Ambassador program. The program was launched through a county-based 4-H program at a partner site in a community outside Washington, DC. Following the 4-H Thriving Model and other research-based best practices, the program introduced participants to the vital importance of bees and other pollinators through hands-on activities. Its success in engaging participants and building their awareness of science careers can make it a model for other STEM-based youth development programs.

Community-based youth-serving organizations are often seen by participants and their families as safe and supportive environments with no stigma attached to participation. Many children attend community-based afterschool programs five days a week. In such an environment, trusted adults can consistently monitor the moods and behaviors of participants. Thus, afterschool programs that successfully and effectively integrate behavioral health services can reduce barriers and increase equity in access to high-quality behavioral healthcare. The author's organization, Boys & Girls Clubs of St. Joseph County (BGCSJC) in South Bend, Indiana, has successfully implemented an integrated behavioral health model into its out-of-school time (OST) programming. Other OST organizations may consider integrating components of behavioral health into their programming in order to address the unmet mental health needs of their young participants.

This article draws on a teacher survey (n = 789) to examine the relationship between teacher vitality and two conversational approaches--transformative leadership conversation and controlling conversation. The analyses use latent structural equation modelling. The sample is restricted to teachers in schools with an accountability rating of "low performing" so that principal/teacher conversations can be examined in schools that potentially have the most to gain from strong teacher vitality. Results indicate that the use of transformative leadership conversation had a direct positive relationship with teacher vitality ([beta] = 0.26) and an indirect relationship ([beta] = 0.22) with it through teacher need satisfaction. Controlling conversation had a negative relationship with teacher vitality, but it did not have a statistically significant relationship with need satisfaction.

Many post-secondary institutions contain organizational values, which describe enduring beliefs that support strategic priorities and guide members of an organization. Relatedly, the adoption of health-promoting frameworks calls on embedding health within post-secondary institutions' core values. The study objective was to map Canada's post-secondary values to determine how health is integrated within value statements. Mixed methods were used to map institutional values, contextualize well-being, and identify thematic messages of health-related content contained within values. Most institutions espoused values (n = 64, 71%), yet only a small proportion of these institutions espoused health within their value statements (n = 7, 11%). Qualitative analysis revealed three thematic messages: (i) health as a descriptor for other institutional priorities, (ii) wellness broadly acknowledged or embedded within non-health values, and (iii) well-being as a core value or commitment. These novel findings suggest more institutions must embed health as a core value to demonstrate institutional commitment.

Gender disparity persists in the personal caregiving of children and older adults, and in professional caregiving duties, with many workplace policies and cultures favoring the "ideal worker" and presenting significant and continuing barriers to female caregivers' professional success and well-being. The recent pandemic both highlighted and augmented this disparity as schools, daycares, and adult care facilities closed or implemented restrictions. This study interprets results from the July 2021 Canadian Natural Sciences & Engineering (NSE) Faculty Workplace Climate Survey by empirically assessing the impact on emotional exhaustion of the increased caregiving burden during the COVID-19 pandemic on female academics in the highly masculinized NSE fields. Results indicate that women were more likely to experience emotional exhaustion even when other factors were considered. Collegiality and inclusion were found to be protective factors, illustrating important implications for, and the retention and support of, success and well-being of female NSE academics.

Given the world's continuous environmental concerns, there is a need for increased participation in nature protection. The ecological crisis of the last decade on Earth has become one of the causes of the rupture of society's relationship with nature. Such relationships can predict diverse attitudes, concerns, intentions, and pro-environmental behavior (PEB). A systematic literature review (SLR) aims to compare, study, and analyze journal articles that relate to issues related to nature as a major factor in pro-environmental behavior. The results of selecting articles indexed by SCOPUS found as many as 1716 publications. The 50 open-access publications of articles were chosen based on specific criteria and further examined to identify eight final articles that align with the Inclusion of Nature in Self (INS) scale. Pro-environmental behavior strengthens human relationships with nature and encourages a sense of ownership and involvement with the environment. Pro-environmental behavior refers to behaviors that are beneficial to the environment, such as supporting conservation policies, recycling, and participating in nature. Research using INS scale, which focuses on connections with nature, still has significant potential and should persist in making contributions to science and humanity.

This quantitative-correlational study aimed to examine the relationship between online game addiction and mental well-being of high school students from Angeles City, in the Philippines, during the COVID-19 pandemic. To obtain data from the respondents, the Internet Gaming Disorder Scale--Short-Form and Depression, Anxiety, and Stress Scale (DASS-21) were utilised. After obtaining data from purposively selected 162 high-school students, it was observed that there was a positive and significant relationship between online game addiction and mental well-being. The study highlighted that individuals who are highly dependent on online games are more likely to experience higher levels of depression, anxiety and stress. Based on the findings, implications for theory and practice, particularly in learning and development, are presented, along with recommendations for schools, teachers, students, and future research directions.

The paper illustrates the digital narratives of 219 Black students within the K-12 educational setting of a large West coast state in the United States. The researchers employed the method of storytelling to analyze Instagram posts created by students, which aimed to shed light on the various forms of injustice experienced by Black students. These online contributions effectively revitalized the significance of Black students' narratives and encounters with racism. The authors posit that educational institutions should reconsider their approach to mitigating the negative consequences encountered by Black students within educational environments. The present study serves as a call to action for educators and stakeholders to confront systemic anti-Blackness and create inclusive educational environments that prioritize the well-being and success of all students. Through collective effort and a commitment to antiracist practices, we can work towards a more equitable and just educational system. Addressing objectification and Whiteness requires a comprehensive approach that surpasses individual actions. Educators must acknowledge the ramifications of racially insensitive behavior and its impact on Black students in K-12 environments.

Research in higher education has consistently focused on determining factors that influence student success and retention in academic programs. Successful students also positively impact the effectiveness of teaching practices used in a course. Previous work shows that a recurring set of assignments where students reflect on past work and set a SMART goal to make a specific improvement promotes a growth mindset and is an activity students see value in completing. Promoting student improvement should also make an instructor's teaching efforts more effective. To understand how instructors and institutions can provide more support for student development and retention, students at four universities completed reflection and planning assignments that involved goal setting based on the SMART goal framework. Student submissions were analyzed to categorize the topic areas where students saw the need to work. Results highlighted the importance of many topics, including time management, self-care, course content, and study methods. Analysis of the data also revealed that facilitating exercises requiring students to set goals and report on their progress later in the term greatly enhanced student engagement and fostered behaviors geared towards establishing a growth mindset.

Why Mindful Service-learning? While over 30 years of service-learning has yielded many benefits, I have found that students today are more stressed than ever, that meaningful and effective preparation for reciprocal service-learning can be lacking, and that an exclusively Western perspective could be expanded to include Eastern views, thereby better preparing students for a global world. Mindful Service-learning draws on established service-learning practices, the Eastern practice of mindfulness, and Asset-Based Community Development to foster healthful student learning and meaningful university-community collaboration. Specifically, mindful service-learning utilizes Eastern tools--being present, beginner's mind, deep listening, compassion--in addition to more individualistic and analytical practices, to broaden the contemporary approach to service-learning. Focused on an intersectional perspective, it is an innovative way to address privilege, oppression, identity and power dynamics in all environments, but especially in complex urban settings. As I will demonstrate through a review of past practice as well as a study of contemporary student experience, this approach can help students from different backgrounds and various academic disciplines engage in authentic service-learning partnerships as well as learn lifelong wellness skills.

The mental health of students in higher education is an increasing concern. Research indicates that university students are at a higher risk of poor mental health and wellbeing compared to the general population, which negatively impacts their studies. The main issue addressed in this study is the evident gap in mental health research dedicated to university students in sub-Saharan Africa (SSA). The purpose of this article is to review the literature on mental health of university students in SSA and to provide an overview of student mental health policy in educational institutions. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses 2020 recommendation was followed to objectively select and retain articles within the topic of interest for this systematic review. Findings indicate a significant gap in mental health research for university students in SSA. There is a need for higher education institutions to establish mental health empowerment policies and strategies. International examples, such as the University Mental Health Framework in Australia and the United Kingdom Universities Student Wellbeing Good Practice Guide, exist for benchmarking. Contribution: The higher education sector and policymakers can use the results to inform current policy decisions and identify priorities for future directions. It is crucial to translate international guidelines into the African context to address the specific mental health issues of students in the region.

As a social-interactional positive behavior, the flow of compassion (i.e., selfcompassion, compassion for others, and compassion from others), which refers to sensitivity to suffering in self and others with a commitment to try to alleviate and prevent it, has yet to be investigated in a highly social-interactional context such as foreign language learning classrooms. Thus, the present study adopted an ecological perspective within Bronfenbrenner's (1979, 1993) analytic nested ecosystems model to explore how the flow of compassion is rooted in such a context. Sixteen Iranian English as a foreign language learners took part in the current study, and data were collected through semistructured interviews. Employing the framework of the nested ecosystems model, we identified both influential individual and environmental factors underlying the flow of compassion among the participants. The flow of compassion proved to be influenced differently at different ecosystemic levels by individual and environmental factors. At the individual level, negative and positive emotions, fears, non-judgmental attitudes, intimacy, well-being, improvement, motivation, and action were found as influential factors in emerging the flow of compassion. At the contextual level, the identified influential factors included past experiences outside of the classroom, extracurricular activities, institution policy and criteria, cultural and social values, as well as the use of technology and the internet. Limitations and implications of the present study are also discussed.

Perceptions of program safety for youth might include such features as physical safety, psychological safety, and social-relational safety. A holistic sense of safety, or one that inclusively encompasses and integrates features of, and relations with, the ecology in which youth develop, could be engendered through programmatic designs that attend to the dynamic relations among physical, psychological, and social-relational safety. Having a better understanding of the phenomenology of safety among program participants, and how such perceptions function in youth programs would enable positive youth development (PYD) program practitioners to better align their conceptions -- that is, their "objective" definitions -- of program safety with the phenomenological experiences of youth and, in so doing, better promote PYD and thriving outcomes. The present study was informed by preliminary quantitative findings emerging from the broader Compassion International (CI) Study of PYD (Lerner et al., 2019; Tirrell et al., 2021; Tirrell, Gansert, et al., 2019; Tirrell, Geldhof, et al., 2019). As described in this article, youth who engaged in CI-supported programs in El Salvador reported feeling safe at the CI programs, but also reported feeling generally unsafe, and worrying about their safety, in the broader contexts of their lives.

Worldwide trends suggest we are witnessing a global "campus mental health crisis" (Andersen, Holm, & Côté, 2021). According to the most recent US National College Health Assessment, over the course of a typical month, 29% of students chronically experience high levels of stress, 42% experience stress that negatively impacts their performance or progress towards their degree, and 66% feel hopeless (National College Health Assessment, 2022a). Study reviews in various countries indicate that the prevalence of students meeting criteria for a mental health disorder is alarmingly high (e.g., 25% depressive disorder, Sheldon et al., 2021). Accordingly, students' demand for mental health services has reached new heights (Xiao et al., 2017). While this rise in psychological distress and help-seeking behavior is likely in part due to decreased mental health stigma (Lipson, Lattie, & Eisenberg, 2019), postsecondary students are also believed to be facing unprecedented challenges. Ensuring that colleges and universities procure learning environments that prioritize emerging adults' wellbeing has thus become necessary.

Recognizing the contributions that school sport can make to the wellbeing of students, this paper proposes a "re-imagined" school sport framework. School Sport for All (SS4A) places students at the center of building a program where development and wellbeing are prioritized. The SS4A framework fully integrates and promotes key aspects from comprehensive school health, whole-child education, and long-term athlete development throughout all its features. As a whole, SS4A aims to ensure the benefits of sport can be experienced by all, within a school system where teaching and learning are prioritized in the classroom and in the school community.

The purpose of this systematic review is to synthesize existing empirical research on physically chronically ill college student well-being, focusing specifically on individual- and institution-level factors that could become targets for future intervention and research. This review was conducted to answer the following research question: What malleable student-level and institution-level factors are related to well-being for students with physical chronic illnesses in four-year higher education programs? The electronic databases Academic Search Complete, EBSCO EJS, and ProQuest Central were searched for peer reviewed empirical studies published between 1990 and 2021. A process of citation chaining and a scan of sources from other relevant literature reviews were used to locate additional articles. The results of this review offer three major implications. First, with only 13 studies identified in the literature, there is a critical need for additional research investigating well-being for physically chronically ill college students. Second, the correlational nature of the extant literature does not elucidate the causal directionality of the relationships among the variables of interest. For example, although findings have correlated physical chronic illness and poor mental health outcomes, it remains unknown how causality operates, which can create challenges as institutional leaders determine how to effectively support this group. Third, no studies to date have investigated institutional practices that may result in increased well-being for these students. Future researchers and institutional leaders should support a decrease in negative outcomes along with mechanisms to increase experiences of well-being to advance opportunities for physically chronically ill students to flourish.

We present a dialogue between two community-based scholars in Tio'tia:ke/Montréal, who are examining the experiences of low-income Black families and youth, and gender-diverse, homeless youth. We argue that success must be understood differently in light of the systemic discrimination many youth navigate in schools and explore how research may mirror experiences of discrimination and lack of access that youth navigate in schools. The article highlights how relational research approaches may provide lessons for supporting youth and community leadership and posits that we must foster deep practices of trust-building, shared aims for research impact, and trust in youth.

This inquiry investigates the effects of trauma on students by analyzing personal experiences and teaching methods. Through the lens of autoethnography, a nonfictional storytelling approach, I reflect on my learning journey to identify compassionate and mindful teaching practices, aiming to foster a trauma-sensitive classroom environment. Emphasizing the significance of teachers sharing their stories through autoethnography, this exploration contributes valuable insights to the ongoing discourse on trauma-informed pedagogy for student wellbeing.