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Nachrichten, Termine, Experten
“Wohlbefinden und psychische Gesundheit in Schule und Unterricht” (Well-Being and Mental Health in Schools) is the title of the new book published by the Springer Verlag. It was edited by researchers from the fields of clinical psychology (Prof Dr Julian Schmitz) and educational sciences (Prof Dr Henrik Saalbach, Dr Franziska Greiner-Döchert) at Leipzig University as well as communication studies at the Hanover University of Music, Drama and Media (Prof Dr Eva Baumann). The bookis designed for teachers, head teachers, school social workers, school psychologists and anyone involved in teacher training, school development or education administration.
The book combines scientific evidence with practical guidance for educators. “Well-being and mental health are not secondary to education. Children and adolescents learn better if they feel safe, feel that they belong, are supported and develop a sense of self-efficacy,” says Prof Schmitz.
In turn, high-quality teaching can enhance well-being by offering structure, fostering participation and making progress visible ¬¬– all while avoiding unnecessary shaming. “Traditionally, schools have focused strongly on learning, performance and lesson quality. Well-being has received much less attention.,” summarises Prof Saalbach. And yet, high-quality teaching is an effective form of prevention
“In everyday life, many teachers have a good instinct for when pupils are struggling – when they are withdrawn, frequently absent, seem exhausted or show major changes in their behaviour. This is a very difficult task, though. Teachers are not psychologists and should not be diagnosing anything,” emphasises Franziska Greiner-Döchert. Teachers need basic knowledge of warning signs, how to talk to pupils and where to refer them for support.. The importance of teachers is also reflected in the data from the German School Barometer 2024: When families seek help for their children's mental health concerns,teachers are often the first point of contact.
The authors believe that teachers can have a profound influence when they promote well-being with good relationships, emotional support, clear classroom structures, constructive feedback and a positive approach to mistakes– all of which strengthen pupils’ self-efficacy. At the same time, teachers cannot shoulder this responsibility alone.. It requires time, resources, multi-professional teams and good networks with school psychologists, youth welfare services and the healthcare system.
Make Well-Being a Core Part of Teacher Education
In teacher education, the topic is discussed, but Prof Saalbach and Dr Greiner-Döchert state that it has not yet been systematically integrated into teacher education. This is supported by the working group’s current research. Topics such as heterogeneity, inclusion, classroom leadership or advising are increasingly included as content in teacher education. “I think, however, that well-being, mental health, mental strain and how to handle crises need to be should be given a mandatory place in teacher education. Future teachers should learn how teaching quality and well-being are connected, how to recognise mental strain, how to speak about mental health in a way that is not stigmatising and how to connect pupils with appropriate support services,” Saalbach explains.
The German School Barometer for Pupils 2025/26 shows that around 16 per cent of children and adolescents do not feel very comfortable at school. At the same time, 26 per cent report lower quality of life, and 25 per cent show clinically relevant or borderline levels of psychological difficulties. In 2024, the proportion of mentally strained pupils was only 21 per cent. According to Schmitz, these numbers are influenced by many factors – family, poverty, social relationships, broader crises in society, leisure time, digital media or physical health. School is only one of many factors affecting young people's mental health.. However, it reaches almost all children and adolescents daily and can strengthen key protective factors: a sense of belonging, self-efficacy, reliable relationships, clear structures and the feeling that they are not being left alone with their problems.
Case study: Pupil under a great deal of pressure who is suffering from exam anxiety
A practical case study in the book outlines the situation of a pupil who had previously participated actively but has become withdrawn for some time now. She rarely raises her hand anymore, is often absent, seems exhausted and is irritable. First this might be interpreted as a lack of interest or motivation. A closer look reveals that she is under a great deal of pressure: She sleeps poorly, has exam anxiety, feels socially ostracised and does not feel comfortable asking for help. “These cases show what our goal is: Not every change is a psychological illness. But schools need to notice possible signs of mental stress at an early stage jumping to clinical conclusions. Teachers can play an important bridging role in this process – with calm discussions, adjusting workload, bringing in school social workers or school psychologists and, if applicable, by pointing out additional support services,” says Schmitz.
Forty-seven authors from the fields of psychology, pedagogy and communication studies as well as school practitioners and school development professionals contributed to the book. It includes 14 chapters. The topics range from well-being at school, shaping relationships, lesson quality and teacher well-being to multi-professional cooperation and recognising psychological illnesses, trauma, stigmatisation, psychosocial assistance services, mental health literacy and school prevention programmes. The book combines fundamental knowledge, research, healthcare perspectives and concrete practical examples.
Professor Julian Schmitz
Leipzig University
Phone: +49 341 97-35951
EMail: julian.schmitz@uni-leipzig.de
Dr Franziska Greiner-Döchert
Leipzig University
Phone:+49 341 97-31282
EMail: franziska.greiner@uni-leipzig.de
Wohlbefinden und psychische Gesundheit in Schule und Unterricht: Wohlbefinden fördern, Belastungen erkennen, Hilfsangebote vermitteln
Julian Schmitz, Eva Baumann, Henrik Saalbach, Franziska Greiner (Ed.)
Springer Berlin, Heidelberg
ISBN 978-3-662-73218-2
ISBN 978-3-662-73219-9 (eBook)
http://doi.org/10.1007/978-3-662-73219-9
https://bosch-stiftung.de/publikation/deutsches-schulbarometer-befragung-lehrkra...
https://bosch-stiftung.de/publikation/deutsches-schulbarometer-befragung-schuele...
Well-Being and Mental Health in Schools is the title of a new book.
Source: Colourbox
Copyright: Colourbox
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Well-Being and Mental Health in Schools is the title of a new book.
Source: Colourbox
Copyright: Colourbox
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