Mental Health Promotion in Higher Education: Interventions and Strategies for the Psychological Well-being of Teachers and Students

Submission Deadline: 31 March 2026 View: 460 Submit to Special Issue

Guest Editors

Prof. Dr. Jeffrey Gamble

Email: gamble@cc.ncue.edu.tw

Affiliation: Department of English, National Changhua University of Education，Changhua, 500207, Taiwan

Homepage:

Research Interests: student and teacher psychology; higher education curriculum design; pre-service and in-service teacher training; social–emotional learning; universal design for learning

Summary

The promotion of mental health is critical for the psychological well-being of both students and educators, impacting individual performance, social cohesion and belonging, sense of mattering, resilience, and, ultimately, retention and intention to persist. This special issue focuses on the context of higher education and seeks to explore evidence-based interventions, programs or strategies that address well-being in a holistic manner. The importance of mental health among this population is of increasing importance due to several contextual factors, including lower birth rates and resulting shifts in admission policies, the need for inclusive learning environments and resources, persisting issues resulting from measures taken during the coronavirus pandemic, and uncertainties facing stakeholders regarding the role of artificial intelligence in teaching and learning.

Accountability for well-being in post-secondary education gives rise to systematic concerns regarding the roles of multiple stakeholders, including teachers and students themselves, administrators, support personnel and counsellors, and the community at large. Taking into account risk factors and protective factors, initiatives that address preventative (such as social and emotional learning programs) and responsive measures (such as trauma-informed practices) are critical for sustainability in higher education.

The aim of this Special Issue is to promote research exploring the impact of specific interventions or strategies on the psychological well-being of stakeholders in higher education, particularly faculty members and students. Our intention is to encourage the dissemination of studies focusing on interventions or programs that address mental health outcomes of particular importance to the post-secondary context, including evidence-based approaches, potential support strategies, and exploratory studies addressing the above-mentioned concerns.

This Special Issue invites original manuscripts that offer insights into mental health promotion in higher education, including qualitative, quantitative and mixed-methods research, as well as systematic reviews, meta-analyses, and ethnographic studies. Contributions from a variety of perspectives are welcome, particularly those which are interdisciplinary and cross-cultural in nature.

Potential themes include, but are not limited to:
· Experimental or clinical studies for the prevention or treatment of psychological ill-being.
· Quantitative or qualitative assessment of school- or classroom-based mental health promotion initiatives.
· Exploratory research into the current state of mental health among stakeholders in higher education.
· Assessment of mental health outcomes and risk/protective factors related to psychological well-being.
· Proposed strategies or programs for addressing the mental health of both students and teachers.
· Research on the effectiveness and efficacy of administrative support for mental health promotion.
· Design and validation of instruments tailored to the assessment of psychological well-being among university teachers or students.
· Instructional and pedagogical approaches for integrating mental health promotion into curricula across disciplines.
· Cross-sectional reports evaluating the current status of mental health and related factors among university populations.
· Comparative studies assessing mental health promotion in higher education from a cross-cultural or interdisciplinary perspective.
· Systematic reviews, scoping reviews, or meta-analytical studies synthesizing advances in mental health promotion at the post-secondary level.

Keywords

Published Papers