Contemporary research on mental health and well-being highlights the importance of understanding the complexities of adolescent life. Adolescence is a critical developmental stage, marked by various challenges and opportunities that shape mental health outcomes. Our study aims to explore both positive and negative experiences related to school, family, friends, and leisure among Swedish adolescents aged 13–19 (N=270). Using framework analysis and salutogenic theory, we organized and interpreted the data to identify key themes. The findings reveal that participants face significant stressors, including school-related pressure, social uncertainties with peers, and family conflicts. However, leisure activities, strong social support, and positive interactions with friends and family serve as vital resources for well-being. We discuss how students’ sense of meaningfulness in school can be undermined by excessive academic demands. We suggest that school leaders foster skill development beyond academics and facilitate open discussions about mental health to promote overall well-being.  

Research on academic outcomes has extensively explored students’ emotions, motivation, and learning behavior. While further research highlights the role of individual interactions with generative artificial intelligence (AI), a gap exists in understanding the longitudinal dynamic associations between university students' interactions with AI assistants and the sentiment expressed during these conversations over time. Based on a theoretical framework, we expected reciprocal effects between students’ interactions with AI assistants and sentiment within their conversation, considering students’ gender, age, and type of AI assistant used. Over four months, students at a university had access to three AI assistants: Alix for motivational-emotional support, Robyn for reflective discussions, and Dr. Melly for exam discussions. All AI assistants are integrated into a campus management system, ensuring compliance with data protection regulations. The sample for this process data analysis comprised n = 5,262 interactions of 422 students (56% female students, M_Age = 30.42, SD_Age = 9.08). Time series analysis with hierarchical Bayesian continuous time dynamic modeling revealed significant reciprocal effects between the students’ question length and the sentiment during these conversations: Students’ relatively short questions at the beginning of a conversation determined a later positive sentiment. A positive sentiment at the beginning of a conversation determined relatively short questions from the students later on, in particular from female students. Another result is that the type of AI assistance moderated the reciprocal effects. Thus, the students perceived the AI assistants as helpful tools for addressing questions during the day and nighttime in higher education.

This study examines Swedish teachers' perceptions of the PAX Good Behavior Game for students with special educational needs (SEN) in mainstream classrooms. Data were collected through interviews and focus groups with a total of 22 teachers across five schools and analyzed using reflexive thematic analysis. Teachers generally perceived PAX as beneficial for the classroom climate, for themselves as educators, and particularly for students with SEN. They described improvements in clarity, structure, communication, and positive reinforcement, which contributed to a calmer and more inclusive learning environment and supported students' self-regulation. However, several elements of PAX required adaptation, especially for students with more complex needs. Teachers emphasized the importance of balancing fidelity to the model with flexibility, making both minor adjustments and offering individualized support. Certain components, such as Bliim and the competitive aspects of the PAX Game, were noted as challenging in groups with many students requiring extra support. These findings align with prior research, underlining the potential of PAX for supporting students with SEN, while also highlighting the need for thoughtful adaptation and additional supports. Future research should examine how such adaptations can be systematically integrated into the PAX model and explore how teacher skills and student perspectives influence implementation.

Low engagement of students in learning activities has become a significant barrier to positive learning outcomes and academic progress. Therefore, it is crucial to investigate which effective classroom practices teachers can implement to enhance student engagement. One of the valuable tools teachers can use is creating a supportive classroom learning environment (SCLE). Some of the elements that can be used to create it include student cohesiveness (SC), teacher support (TS), equity (EQ), cooperation (CO), teacher autonomy support (TAS), and teacher feedback (TF). This study, therefore, examined how they contribute to student engagement in learning. The participants were 305 students from four secondary schools in Nyamagabe district, Rwanda. Data were analyzed using mean and standard deviation, Pearson correlation coefficients, and regression analyses. The findings showed that the SC, TS, CO, EQ, TF, and TAS were positively associated with BE, CE, EE, and AE. The multiple regression analyses revealed that TS, TAS, and TF significantly predicted BE, TAS, and TF predicted CE, TS, TAS, and TF predicted EE. In contrast, SC, TS, CO, and EQ predicted AE. The findings of this study prove the importance of creating SCLE in the teaching and learning process as an element necessary for all student's engagement in learning through inclusive, fair, supportive, and equitable teaching and learning. Besides, by creating a supportive learning environment, students can more interact with peers and teachers and engage actively in the teaching and learning process.