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There is a lack of research examining how students' emotion regulation is linked to their well-being at school. To address this gap in the current literature, we examined reciprocal relations between two important emotion regulation strategies (cognitive reappraisal and expressive suppression) and school-related well-being over 12 months across 2 school years. We collected data from 2,365 secondary and upper secondary students in England (aged 11-19 years) across three waves. Juxtaposing between-persons and within-person perspectives, we used a tripartite (three-part) latent cross-lagged panel model (CLPM), and a tripartite latent random intercept-cross-lagged panel model (RI-CLPM) to examine the directional ordering of the two strategies and well-being over time. Both the CLPM and RI-CLPM showed that reappraisal and school-related well-being were reciprocally related. Reappraisal positively predicted school-related well-being, and school-related well-being positively predicted reappraisal. Reappraisal also negatively predicted subsequent suppression, but not vice versa. Suppression and school-related well-being were not linked. Findings inform the design of intervention research in schools and colleges by highlighting the importance of cognitive reappraisal in the school-related well-being of adolescents.

Background: Previous studies have shown that subjective well-being and adaptability are linked to adaptive educational outcomes, including higher achievement and lower anxiety. It is not presently clear, however, how school-related subjective well-being and adaptability are related, or predict behavioural outcomes such as student conduct. Aim: The aim of the present study was to test a bidirectional model of school-related subjective well-being and adaptability, and how they relate to achievement and behavioural conduct. Method: Data were collected from 539 Year 12 students over four waves. Achievement and behavioural conduct were measured in the first wave of data collection (T[subscript 1]), school-related subjective well-being and adaptability at the second and third waves (T[subscript 2] and T[subscript 3]), and achievement and behavioural conduct again in the fourth wave of data collection (T[subscript 4]). Results: A structural equation model showed that T[subscript 2] school-related subjective well-being predicted higher T[subscript 3] adaptability, but not vice versa. T[subscript 3] school-related subjective well-being predicted greater T[subscript 4] achievement and positive behavioural conduct, and T[subscript 3] adaptability predicted greater T[subscript 4] positive behavioural conduct. Conclusion: School-related subjective well-being promotes adaptability, achievement, and positive behavioural conduct, and adaptability is also related to positive behavioural conduct. Attempts to foster well-being and adaptability could show educational gains for students.

Previous studies have shown that test anxiety is related to attention bias. It is not clear, however, whether a congruent test-threat manipulation is required to elicit this bias or whether the bias is a result of automatic or conscious processes. In the present study we used a mood induction procedure to examine attention bias in test anxious persons using a dot-probe task and incorporated approach-avoidance temperament as a possible moderator. Results showed that the mood induction procedure was not effective in manipulating state anxiety. In the absence of an effective test-threat manipulation, high test anxious persons showed attention bias towards supraliminal threat stimuli. Attention bias was only shown to subliminal threat stimuli in high test anxious persons with a strong approach temperament. This suggests that the mechanism for attention bias to threat stimuli in high test anxious persons is a result of both automatic and conscious processes.

School-related wellbeing, academic buoyancy, and adaptability are valued constructs in their own right, as indicators of student welfare and as predictors of academic achievement. In the present study, we examined the impact of a six-session multi-component, intervention on school-related wellbeing, academic buoyancy, and adaptability. Participants in their first year of upper secondary education were randomly allocated to early intervention groups, or wait list-control groups. Following baseline measurements, outcomes were assessed after the early intervention groups and again after the wait list-control groups. Following intervention, a slowed decline was shown in school-related wellbeing and adaptability was boosted. Buoyancy was boosted in the early intervention group but not the late intervention group. Findings show how a relatively short intervention can beneficially impact on student outcomes. Booster sessions may be required to maintain the benefits for wellbeing and adaptability.

This paper considers the topic of student wellbeing using the lens of a different type of support mechanism – 'dog borrowing' – which builds on prior research about emotion work and human-animal interactions but in the context of student transitions and pastoral care in higher education. This novel study was about the experiences of students settling into their university life and how, through a facilitated opportunity for students to connect to a dog and community partners, universities can meet mental health standards for wellbeing support. The findings outlined in this paper provide new insight into; how the university ethos and environment can be viewed as more personalised and emotionally supportive, how different kinds of relationships can support emotion state regulation conducive to wellbeing and effective learning and the ways that a human-animal bond can enhance connection with the community and provide social support for university students who have moved away from home. [ABSTRACT FROM AUTHOR]

In this commentary of Neil Humphrey's "Are the Kids Alright? Examining the Intersection between Education and Mental Health" (EJ1247696), Diahann Gallard shares her views based on her experiences as an academic, a researcher, an ex-school teacher and a parent of teenage children. She concludes that like Humphrey, she believes there is good reason to be concerned about the increasing numbers of children disclosing mental health problems and unable to access timely care. There is a national crisis and must be acknowledged and we must consider how best to ensure children and young people are supported in educational settings; however, not from a political and economic perspective, but from a pedagogical one. As a priority, research is needed into the role of the educator and the approaches that positively influence mental health and wellbeing part of which is a robust review of what 'high quality training' for initial teacher education (ITE) students is in terms of mental health and wellbeing.