This study used the COVID Social Mobility and Opportunities (COSMO) Study to examine home learning and parent attitudes to education during Covid-19 in relation to demographic and household financial circumstances and parent educational aspirations. The findings showed that White, female, and degree-educated parents were more likely than their counterparts to report positive attitudes to home learning, support their 16-year-olds’ learning, and contact schools during the lockdowns. Parents who experienced food poverty and reported being financially worse off after the pandemic were less likely to support home learning or contact schools but reported largely positive attitudes to learning. Also, parents who reported lower educational aspirations were more likely to support their children’s learning, reflecting their educational needs. This study contributes to our understanding of home learning during the pandemic and has implications for public policy and action regarding supporting children’s learning during health crises and reducing education inequalities.

The mental well-being of individuals is as important as their physical health, contributing to their overall quality of life. It is, however, often neglected due to associated stigma, with people silently suffering from mental health challenges. In India, a large population is struggling with mental health concerns, especially teenagers and adolescents. With a population of around 1.4 billion, India faces an immense shortage of adequate mental health services, realizing the need for alternate strategies to fill the treatment gap. As teachers spend much time with students in school, they can contribute to their mental well-being if provided with capacity-building opportunities. This study aims to measure the impact of a teacher sensitization program in Indian government schools on mental health-related knowledge, beliefs, and the behaviours demonstrated by them in the classroom while interacting with children, creating a ripple effect towards students’ mental well-being. A total of 136 teachers who were teaching at government high schools in the district of Varanasi, Uttar Pradesh, India, were included in the study. The study used a pre- and post-design to investigate the impact of a teacher sensitization program on their understanding related to mental health. The results indicated notable improvements in teachers' attitudes and beliefs toward mental well-being, with significant improvements observed in areas such as behaviour, teachers' body language, relationships with students, and the use of effective teaching strategies. The findings highlight the importance of professional development initiatives to equip teachers with the skills to effectively support student well-being.

Subjective well-being is a form of self-evaluation of life by referring to cognitive and affective aspects. This systematic review analyzes 13 international journals on factors that influence subjective well-being in the older adults. The review planning uses the SPIDER formulation, namely Sample, Phenomenon of Interest, Design, Evaluation, Research Type. The results of this review analysis show the elderly can feel the meaning and satisfaction of life, spread positive things, and tend to get a sense of security and happiness. Based on the results of the systematic review analysis, it shows that there are various factors that influence subjective well-being in the elderly. Several factors that can influence subjective well-being in terms of demographics, social activities, physiological factors, and psychological factors. Among them are volunteer activities, economic income, family support, participation in various activities both social and religious, education, physical health, income satisfaction, spirituality and religiosity, positive experiences and emotions, sleep quality, self-efficacy, and internet use. These results can be a reference and recommendation for conducting further and more specific research on subjective well-being factors in the older adults.

This study aimed to validate the Learned Helplessness Questionnaire (LHQ), originally developed in Italy, for use in an American context. It examined the LHQ's factor structure, social desirability bias, the relationship between learned helplessness and mastery orientation, and demographic differences in these constructs. Data from 100 adults were collected via an online survey. Confirmatory factor analysis supported the two-factor structure of the LHQ (learned helplessness and mastery orientation), with acceptable fit indices after minor modification. Internal consistency was deemed to be acceptable for both factors. Social desirability bias analysis indicated significant correlations with both constructs, suggesting that participants may have overreported mastery orientation and underreported learned helplessness. A significant negative correlation was found between the two constructs, with participants generally reporting higher levels of mastery orientation. No significant differences were observed across gender or age groups. These findings contribute to the cross-cultural validation of the LHQ, highlighting the importance of social desirability bias in self-reported measures and suggesting potential areas for refinement.