This Special Issue aims to explore the concepts of stress, coping resources, and coping strategies, which are rooted in several theories, such as the stress and coping theory and the salutogenesis theory, and to understand how their core constructs are manifested in various ethnic and cultural groups around the world. This Special Issue includes 13 articles on salutogenesis and coping from different disciplinary, socio-cultural, historical, political, and economic perspectives. These articles address salutogenesis on the individual, organizational, and societal levels. The empirical studies are based in different societal and national contexts and refer to different ethnic groups within those contexts. Other studies examine international leaders in industry from a global perspective and present a systemic review of the literature concerning individuals in specific professions, such as nursing. The studies in the current Special Issue set the ground for continuing research toward even more comprehensive theoretical grounds; studies that incorporate several theoretical backgrounds and explore a broad theoretical model that may help us to understand successful adaptation in various contexts. In summary, results of studies that incorporate these theories may promote our understanding of the effects of coping resources and strategies, including acculturation strategies used among minority groups for positive adaptation.

During the past 30 years, salutogenesis and sense of coherence have been well researched in various disciplines, such as psychology, sociology and medical sciences. However, only a few studies have focused on transcultural and educational work contexts. A strong sense of coherence (SOC) is associated with a positive school performance, achievement, success, the ability to manage conflicts and transcultural competences and well-being. However, interventions on how to increase SOC and transcultural competences within the educational field have rarely been addressed. This article aims at contributing theoretically to the void in literature on didactic and educational interventions in educational and particularly school systems to promote SOC and transcultural competence. The team ombuds model, a didactic model, will be presented to promote mental health with special regard to SOC and transcultural competences within the formal educational system.