Positive youth development highlights the promotion of skills through engaging and caring settings and building opportunities for bidirectional and constructive relationships. Whole School Restorative Approaches (WSRA) promote school community relationships and social and emotional skills which are core components for positive youth development. To our knowledge, the literature reviews on the implementation of restorative practice approaches in schools do not focus specifically on WSRA and are not comprehensive. This study carries out a systematic review of the empirical evidence on the effectiveness of WSRA and develops some evidence-based practice guidelines on their effects. Thirteen studies met the inclusion criteria and we developed 10 evidence-based practice guidelines on the implementation of WSRA. There were many studies with WSRA showing positive results related to improving social and emotional skills and behavior. The highest level of scientific evidence is for secondary education where two WSRA are recommended. Although our review suggests that more rigorous methodological research is necessary, it also points out that the evidence available on WSRA implementation is encouraging. They could be used through all educational stages to deal with diversity and inclusion while promoting a school culture of peace based on the positive management of relationships and conflicts.

In schools, the implementation of restorative practices is linked to an improvement in school climate, discipline and management of conflict. There are a few systematic reviews about the implementation of pocket restorative practice approaches (PRPA) in schools but they are restricted in terms of practices included, outcomes and study design. Moreover, none of them seem to include evidence-based recommendations for their implementation. We have dealt with such issues by carrying out a systematic review of the effectiveness of PRPA and developing evidence-based practice guidelines. Nineteen studies met the inclusion criteria and we developed eighteen evidence-based practice guidelines. The implementation of PRPA seems to be more common in secondary education and may be used to improve social and emotional skills and relationships, and to deal with and prevent conflicts while changing school culture in disciplinary terms. The greatest evidence available is for a specific model of mediation that is recommended to decrease aggression levels in primary education. Our guidelines may offer support to improve the quality of prevention and intervention actions used in schools. The implementation of these kinds of approaches may help to promote mental health and youth development, and deal with adverse behavioral outcomes such as bullying, which are all major public issues in the school community.

Background: Mental health issues among PhD students are rising, a trend believed to be driven by academic and social challenges. Method: A total of 1265 doctorate students from a large university in Barcelona, Spain (739 women; 414 men; 112 marked other options), with a mean age of 32.36 years (SD = 8.20, range: 23–67), were evaluated by means of standardized instruments. Results: Totals of 40.6% and 46.5% of the sample exceeded the cut-off point for anxiety and depression symptoms, and 57.7% for life satisfaction. The proportion of females exceeding the cut-off point was significantly higher than that of males for both anxiety (women: 43.8%, men: 34.5%) and depression (women: 49.3%, men: 39.8%), but not for life satisfaction (women: 57.6%, men: 58.4%). Arts and Humanities PhD students’ disciplines reported higher anxiety and depression scores than those in Social Sciences, Experimental Sciences and Mathematics, and Health Sciences, respectively, while Social Sciences students showed higher life satisfaction and mentoring support than the other groups. Depression scores were significant predictors of life satisfaction across all doctoral programs. Conclusions: These findings highlight the importance of mentoring in supporting doctoral students’ mental health and life satisfaction and can also inform policies in educational institutions, given that PhD students experiencing psychopathological disorders are at a higher risk of academic failure and dropout.

Ca ñete-Mass é C, Krieger V, Per ó-Cebollero M, Amador-Campos JA and Guàrdia-Olmos J () Correction: Measurement invariance and cross-linguistic validation of the PSS-in university context: multidimensional analysis and associations with psychological and behavioral outcomes.