Student Well-Being and Stress: 13 New Studies Explore Policy, Approaches, and More

A special issue of Education Sciences from July 2025 focused on Stress Management and Student Well-Being. Guest editors for the issue were a team from the University of Canterbury in Christchurch, New Zealand, that included Valerie Sotardi, a quantitative researcher and educational psychologist with a Ph.D. in educational psychology from the University of Arizona. Co-editors were Jingjing Fang, who has a Ph.D. in education from the University of Auckland, and Xin Ren, who holds a Ph.D. in education from the University of Canterbury.

This issues includes 13 different studies with an editorial, “Rethinking Student Well-Being in Higher Education: A Multifaceted Approach to Stress Management,” that establishes a goal for the studies to have the “potential to shape educational policies, pedagogical approaches, and institutional support systems. By understanding the nuances of student stress and mental health, educators and policymakers can foster environments that prioritize not only academic excellence but also the holistic well-being of students.”