Developmental Processes of Wellbeing in Educational Contexts: Growth, Adversity, and Adaptation Volume II

Volume I of this Research Topic here attracted outstanding interest from the research community, with submissions arriving at a pace that filled its capacity ahead of schedule. Given this response, the submission window for Volume I has closed early, and we are launching Volume II to continue welcoming the high-quality contributions this topic continues to generate.Within human developmental psychology, schools are increasingly recognized not only as environments where risks to psychological wellbeing and learning may arise, but crucially as settings where, under supportive conditions, challenges can become catalysts for developmental growth, resilience, and meaningful adaptation for both students and teachers. Contemporary research highlights how educational contexts shape a wide range of developmental trajectories, as individuals meet both opportunities and stressors tied to academic demands, social relations, and evolving institutional environments. While ongoing debates point out the potential for school pressures and adversity to undermine wellbeing, accumulating evidence shows that, especially in nurturing environments, difficulties in schools can drive the development of coping strategies, meaning-making, and adaptive capacities.Volume II continues this inquiry, welcoming further submissions that illuminate the multifaceted interplay between risk, adversity, and opportunity in educational settings from a developmental perspective. It seeks to clarify how experiences of difficulty, ranging from academic stress or interpersonal conflict to organizational change, can, when scaffolded by supportive relationships and practices, foster increased resilience, purpose, and psychological wellbeing in both students and educators. By exploring the processes through which individuals and systems transform school-based challenges into avenues for growth, this topic will deepen understanding of how cognitive, emotional, social, and environmental factors shape adaptability, learning, and developmental outcomes.We welcome articles that address, but are not limited to, the following themes:• The dual role of school-related challenges as risk factors and developmental opportunities• Trajectories of resilience, coping, and meaning-making as responses to adversity in educational settings• Social, cognitive, and emotional processes mediating adaptability to academic, peer, and environmental stressors• The influence of school climate, leadership, teacher-student, and peer relationships on learning and growth• The impact of digitalization, migration, discrimination, and inequalities on developmental wellbeing• Institutional practices and family-school collaborations that promote protective factors, positive adjustment, and meaningful engagement• Cross-cultural, non-Western, and environmental perspectives on developmental processes in schools• Neurodivergent experiences and the differential impact of schooling on developmental outcomes• Translational insights, science-based interventions, and policy implications for fostering human development in educational settingsSubmissions may include empirical studies, theoretical contributions, policy analyses, systematic reviews, and practice-based insights that advance understanding of how school-based experiences shape the developmental processes and psychological wellbeing of children, adolescents, and educators. Topic editors: Agnieszka Muchacka-Cymerman, Jeffrey Coldren, Katarzyna Tomaszek Source: https://www.frontiersin.org/research-topics/84303/developmental-processes-of-wellbeing-in-educational-contexts-growth-adversity-and-adaptation-volume-ii