Recent research highlights the impact of prolonged pandemics and lockdown on the mental health of youngsters. The second wave of COVID-19 brought an increase in mental health problems among young people. Therefore, this study aims to analyze the main factors arising from intra-individual, inter-individual, and environmental contexts that predict good psychological well-being in a group of adolescents after a second prolonged period of social restrictions and distance education. The study included 1483 school students from 11 to 19 years old. The survey assessed self-reported students’ psychological well-being (WHO-5 index), physical activity, sedentary behavior, school social capital, communication with peers and relationships with parents, existing emotional and behavioral problems. The results indicated that 58% of adolescents were of good psychological well-being in spring 2021, after half a year in lockdown. Almost 19% of adolescents had depression risk. The study revealed that during a period of prolonged isolation, male gender, better relationships between young people and their parents, the absence of serious emotional and behavioral problems, less sedentary behavior, and higher school social capital were found to be significant factors predicting adolescents’ psychological well-being. Lower physical activity is an important contributor to students’ poor well-being. Finally, the lack of face-to-face communication with peers was revealed as a specific factor in predicting adolescents with depression risk.

A poor diet leads to serious health risks and accounts for a significant proportion of deaths. Young adults are the population whose health behaviors particularly need to be studied in terms of nutrition because they are in a period of life when the effects of nutrition accumulate to health outcomes that usually appear later in life in forms of disease or infirmity. The aim of this study is to examine the dietary pattern and its relationships with physical activity and covariates, such as body mass index, gender, age and education among Lithuanian young adults of 18–36 years old. A cross-sectional study was performed among Lithuanian young people aged 18–36 years. Snowball sampling—a non-probability, convenient sampling strategy—was used. In total, data were collected from 3031 study participants: 1723 (56.8%) were male and 1308 (43.2%) were female. The mean age was 23.72 ± 4.80 years. Adherence to a dietary pattern was evaluated using the Mediterranean Diet Adherence Screener (MEDAS). Physical activity, height, weight and education data were also gathered. About 7% of young people fully complied with the health-related Mediterranean diet, and one-third had poor compliance. Non-compliance is mostly related to the underconsumption of olive oil, nuts, fish, seafood, legumes and wine, as well as the overconsumption of red meat. The female gender (β = 0.26; p < 0.01), higher education (β = 0.30; p < 0.01) and a sufficient level of physical activity (β = 0.15; p < 0.01) predict a healthier diet. These study results should be considered by nutrition policymakers and public health authorities to improve policies and develop intervention plans for improving the nutrition habits of young adults in order to prevent health-damaging outcomes later in their life.

In the context of current changes in the education process due to the pandemic, the main aims of this study were to highlight social capital factors within the school community that are associated with better students’ outcomes in the context of distance learning. This study was a cross-sectional population-based study. The research sample consisted of 1483 students, whose ages varied from 11 to 19 years old (56.9% were girls). Academic success in this study was measured in terms of average grade and students’ perception of their learning process or outcomes by six single items. A Five-item WHO-5 questionnaire was used to measure students’ psychological well-being. Social capital was measured in terms of relationship, trust, reciprocity, and communication within different social contexts in the school community in total by 16 items. School social capital and social support scales were developed from these items. Students’ gender and age were also taken into consideration. The research results show that although social capital from parents and peers also matters, the relationship with teachers emerges as the main and the most important resource in supporting positive attitudes and outcomes in to learning (std.β varied from 0.116 to 0.439). The results also show that higher psychological wellbeing is associated with higher perceived school social capital (std.β 0.260) and social support (std.β 0.326) and mediates the effects of the latter two for better academic success outcomes. The findings also highlight the importance of close and trusting social ties, especially between students and their teachers as well as parents for better learning outcomes in times of crises and in the context of distance learning. The study results prove that social support and social capital at school are essential factors for sustainable psychological development. The results presumably support the idea that the school is sustainable if it is developing as an ecosystem not solely aimed at academic outcomes. The results of the current study may aid policymakers and practitioners in developing interventions, policies and practices that focus resources where they will have the greatest benefit.