The relation between positive youth development and stress, anxiety and depression was studied considering the mediator role of psychological symptoms and life satisfaction. A total of 3109 students included in the “Psychological Health and Well-being” study of the School Observatory participated, including 1618 females and 1491 males aged between 11 and 18 years old (M = 14.45; SD = 1.88), belonging to different school groups in different regions of the country. Adolescents with higher stress, depression and anxiety levels reported lower levels of competence, confidence and connection, as well as more psychological symptoms and lower life satisfaction. The results also showed that adolescents with higher levels of competence, confidence and connection reported less psychological symptoms and more life satisfaction. Two separate mediation analyses were performed to analyse the role of mental distress and life satisfaction on the relationship between positive youth development indicators and stress, anxiety and depression. These analyses confirmed the predicted relationships and partial mediations between mental distress and life satisfaction. These results should be taken into account in public policies concerning young people’s health and education that should involve both targeted and indicated prevention strategies, including school and community-based interventions, in order to be effective.

Background: After two years of psychological, physical, social, economic, environmental, and societal challenges, this paper examines the psychological health and well-being of Portuguese students based on their socioemotional skills (SSES), positive youth development (PYD), depression, anxiety, and stress (DASS), as well as the relationship between these variables and their influence on perceived quality of life and life satisfaction. Methods: This study examined 3235 students from lower to upper secondary, half of whom were female (M = 14.46 ± 1.883 years old). Using SPSS software, descriptive statistics were determined for all variables; mean differences between age and gender were found using ANOVA and the post hoc Scheffe test. Linear regressions with the Enter method were used to study how to predict perceived quality of life and satisfaction with life. Results: Males had scores indicating more SSES|optimism, emotional control, resilience, confidence, sociability, creativity, energy, a sense of belonging to school, and PYD. Girls had better skills for cooperating and relating to teachers but more test anxiety and DASS. Younger adolescents had better psychological health, greater skills, and a better perception of quality of life and life satisfaction when compared to older adolescents. Age, gender, SSES, PYD, and the DASS variables can explain 69% of the variance in life satisfaction, while these variables can explain 60.5% of the variance in perceived quality of life. Conclusions: These results point to the relevance of SSES for psychological health and well-being, suggesting that interventions should focus on promoting these variables, paying special attention to female gender and age-related challenges.

During and in the aftermath of the COVID-19 pandemic, several works reflected on young people’s physical and psychological health. The Dual Factor Model, which we refer to as the quadripartite model, is useful for understanding children’s and adolescents’ psychological health and differentiating them regarding their attitude toward the effects of the COVID-19 pandemic. In this investigation, students from the fifth to twelfth year of schooling enrolled in the DGEEC study “Psychological Health and Wellbeing in Portuguese schools” were considered. Four groups were created based on life satisfaction (low or high) and psychological distress (with or without symptoms). The study included 4444 students (M = 13.39 years ± 2.41), of whom 47.8% were male. Of the participants, 27.2% were in the second cycle of primary education, and 72.8% were in lower and upper secondary education. Differences in gender and education level (as a proxy for age) were observed. Additionally, when considering students’ perceptions of changes in their lives following the COVID-19 pandemic (stayed the same, became worse, became better), these three groups were compared concerning personal and contextual variables, revealing significant differences at both the individual and contextual levels. Finally, the study discusses the influence of education and health professionals and the need for friendly public policies.

Background: In Portugal, teachers have constantly sought better working conditions in order to improve their mental health, which can result in demotivation and personal and professional exhaustion. Methods: A total of 1454 national public school teachers participated in this study, 17.4% (n = 253) male, aged between 22 and 66 years old (M = 51.4, SD = 7.5). The instrument used included questions concerning sociodemographic data (gender, years of teaching experience, age, length of service), a life satisfaction scale, WHO-5/quality of life perception, the physical and psychological symptoms scale-HBSC, depression, stress, and the anxiety scale-DASS-21. It also included questions about the school environment: relationship with the principal, and school atmosphere. Results: Four groups of teachers were created for the statistical analyses: No Life Satisfied/No Symptoms; Life Satisfied/No Symptoms; No Life Satisfied/With Symptoms; and Life Satisfied/With Symptoms. The results revealed that male teachers showed higher percentages for the following groups: No Life Satisfied/No Symptoms (χ² = 17.223(3), p ≤ 0.001, 20.2%), Life Satisfied/No Symptoms (χ² = 17.223(3), p ≤ 0.001, 43.3%) and No Life Satisfied/With Symptoms (χ² = 17.223(3), p ≤ 0.001, 23.9%). Conclusions: The results made it possible to identify a profile of teachers who are more likely to develop mental health problems and psychological distress: those who have lower perceived life satisfaction and more psychological symptoms, which are associated with a low perception of quality of life, a worse relationship with principals and a worse perception of the quality of the school environment; this situation seems to be even worse among female teachers.

Introduction: School belonging is a key component of adolescent well-being, associated with academic success, mental health, and social inclusion. This study explores the levels of school belonging among Portuguese students and examines the psychosocial factors associated with this perception. Methods: Data from 3083 students (5th to 12th grade) obtained through the 2024 National Study by the Observatory of Psychological Health and Well-Being were analysed. Socio-emotional skills, well-being indicators, psychological symptoms, and school engagement variables were assessed using validated instruments. Statistical analyses included ANOVA and linear regression. Results: Overall, boys and younger students reported higher levels of school belonging. Sociability, resilience, confidence, school engagement, and and components of Positive Youth Development (PYD)—a strengths-based framework focusing on the internal and external assets that foster healthy youth development—such as competence and connection, were positively associated with school belonging. Conversely, depressive symptoms and experiences of bullying negatively predicted this outcome. Conclusions: This study’s findings highlight the need to reinforce inclusive educational practices, foster positive youth development, and promote protective relational dynamics within the school context.

Background/Objectives: Creativity has become an essential skill for children and adolescents to cope with the challenges of contemporary society. Beyond academic success, creativity is closely linked to well-being, social adjustment, and personal development. Schools, therefore, play a crucial role in creating conditions that allow students to explore ideas, express themselves, and develop socioemotional resources. This study aimed to examine how self-perceived creativity relates to educational, socioemotional, and well-being factors in Portuguese students, to identify different creativity profiles, and to explore the main variables that predict creativity. Methods: This cross-sectional study was based on secondary analyses of national data from the project Psychological Health and Well-being|School Observatory. The sample included 3011 students aged between 9 and 20 years (M = 13.62; SD = 2.53), from grades 5 to 12. Data were collected using validated instruments: the OECD Socioemotional Skills Survey (SSES), the Positive Youth Development (PYD) scale, and the WHO-5 Well-Being Index. Analyses included group comparisons, cluster analysis to identify self-perceived creativity profiles, correlation analyses, and multiple regression models. Results: Self-perceived creativity did not differ between boys and girls, but it decreased significantly with higher grade levels. Three profiles were identified: low, medium, and high self-perceived creativity. Students with higher self-perceived creativity reported better well-being, more positive relationships with teachers, a stronger sense of belonging at school, and higher parental educational levels. Self-perceived creativity was positively associated with socioemotional skills such as curiosity, sociability, and optimism, as well as with PYD dimensions and well-being. Negative associations were found with age and test anxiety. Socioemotional variables were the strongest predictors of creativity, explaining 39% of its variance. Conclusions: These results show that creativity is closely connected to students’ socioemotional development. Investing in emotional skills, supportive relationships, and positive school environments may be a powerful way to foster creativity and promote healthier, more balanced development. This has important implications for educational practice and policy.