Nurturing Brighter Futures: Unraveling the Hidden Dynamics of Student Well-Being
Education is not solely about textbooks and exams—it also deeply involves students’ emotional and social well-being. When support systems fall short, students face challenges that impede both their academic success and personal growth. The COVID-19 pandemic brought these issues into sharp focus, with over 1.6 billion students worldwide experiencing school closures, disrupting both learning and emotional stability [1]. Even before the crisis, mental health issues among young people were on the rise. In the U.S., nearly 20% of children and adolescents face mental, emotional, developmental, or behavioral disorders, and suicide-related behaviors among high school students increased by more than 40% in the decade leading up to 2019 [2]. The pandemic only intensified these challenges, underscoring the urgent need for supportive environments that nurture resilience and emotional strength [3].
In response to these concerns, Prof. Oi-Ling Siu from Lingnan University’s Department of Psychology explores the factors that shape students’ academic success and emotional well-being. “Supportive environments do more than alleviate stress—they actively foster resilience and motivation,” she explains. Her research provides evidence-based strategies for helping students build psychological strength, which in turn contributes to their academic success.
Cultivating Resilience Through Support
A nurturing environment fosters resilience, optimism, and emotional strength. In a study conducted by Prof. Siu and her team involving 451 students in Hong Kong, they found that support from family, teachers, and peers fosters “psychological capital”—a combination of confidence, hope, and resilience [4]. Similarly, their research on 281 fourth-grade students underscored the crucial role of family support in enhancing problem-solving skills and life satisfaction, especially during crises like COVID-19 [5].
Additionally, a diary study led by Prof. Siu and her team involving 74 Chinese college students revealed that resilience, combined with self-regulation and persistence, improves study habits and academic performance [6]. These findings emphasize an important point: encouragement from families and educators plays a pivotal role in shaping students’ long-term success.
Targeted Interventions to Enhance Well-Being
Beyond natural support systems, targeted interventions are key to enhancing students’ well-being. Prof. Siu’s team introduced the Affective States for Online Learning Scale (ASOLS), a 15-question survey tool used every 30 minutes during online classes. Tested with 173 gifted students and validated through live observations, ASOLS allows teachers to monitor student engagement and emotional states in real time [7].
Furthermore, after reviewing 45 studies on adolescent well-being programs, her team found that interventions lasting more than 10 weeks, particularly in group settings, produce modest but meaningful improvements in mental health [8]. While the effects are not dramatic, the findings underscore the importance of sustained peer engagement and structured support in promoting emotional well-being.
These studies paint a clear picture: student well-being thrives through both organic support systems and structured interventions. Whether it’s daily encouragement that builds resilience or innovative tools that monitor emotional states, each positive interaction contributes to students’ emotional and academic success. By investing in supportive environments and well-designed programs, we can empower students to overcome challenges and thrive—both academically and personally. The path to brighter futures starts with fostering resilience and emotional strength.
*Notes: This article provides research teasers for each reference to showcase the novelties
References
[1] UNESCO. (2020). COVID-19 Educational Disruption and Response. Retrieved from https://en.unesco.org/covid19/educationresponse
[2] 2022 National Healthcare Quality and Disparities Report. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK587174/
[3] Verlenden JV, Fodeman A, Wilkins N, et al. Mental Health and Suicide Risk Among High School Students and Protective Factors — Youth Risk Behavior Survey, United States, 2023. MMWR Suppl 2024;73(Suppl-4):79–86. http://dx.doi.org/10.15585/mmwr.su7304a9
[4] Siu, O. L., Lo, B. C. Y., Ng, T. K., & Wang, H. (2023). Social support and student outcomes: The mediating roles of psychological capital, study engagement, and problem-focused coping. Current Psychology, 42, 2670-2679. https://doi.org/10.1007/s12144-021-01621-x
[5] Wang, H., Ng, T. K., & Siu, O. L. (2023). How does psychological capital lead to better well-being for students? The roles of family support and problem-focused coping. Current Psychology, 42, 22392-22403. https://doi.org/10.1007/s12144-022-03339-w
[6] Li, K., Wang, H., Siu, O. L., & Yu, H. (2024). How and when resilience can boost student academic performance: A weekly diary study on the roles of self-regulation behaviors, grit, and social support. Journal of Happiness Studies, 25, 36. https://doi.org/10.1007/s10902-024-00749-4
[7] Siu, O. L., Lui, K. F. H., Huang, Y., Ng, T. K., & Yeung, W. L. V. (2024). An efficient, reliable, and valid assessment for affective states during online learning. Scientific Reports, 14, 15768. https://doi.org/10.1038/s41598-024-66974-2
[8] Lou, X., Ng, T. K., & Siu, O. L. (2024). Investigating the effects of psycho-behavioral interventions on healthy adolescents’ subjective well-being: A three-level meta-analysis. The Journal of Positive Psychology, 19, 342-355. https://doi.org/10.1038/s41598-024-66974-2
Nurturing Brighter Futures: Unraveling the Hidden Dynamics of Student Well-Being
Education is not solely about textbooks and exams—it also deeply involves students’ emotional and social well-being. When support systems fall short, students face challenges that impede both their academic success and personal growth. The COVID-19 pandemic brought these issues into sharp focus, with over 1.6 billion students worldwide experiencing school closures, disrupting both learning and emotional stability [1]. Even before the crisis, mental health issues among young people were on the rise. In the U.S., nearly 20% of children and adolescents face mental, emotional, developmental, or behavioral disorders, and suicide-related behaviors among high school students increased by more than 40% in the decade leading up to 2019 [2]. The pandemic only intensified these challenges, underscoring the urgent need for supportive environments that nurture resilience and emotional strength [3].
In response to these concerns, Prof. Oi-Ling Siu from Lingnan University’s Department of Psychology explores the factors that shape students’ academic success and emotional well-being. “Supportive environments do more than alleviate stress—they actively foster resilience and motivation,” she explains. Her research provides evidence-based strategies for helping students build psychological strength, which in turn contributes to their academic success.
Cultivating Resilience Through Support
A nurturing environment fosters resilience, optimism, and emotional strength. In a study conducted by Prof. Siu and her team involving 451 students in Hong Kong, they found that support from family, teachers, and peers fosters “psychological capital”—a combination of confidence, hope, and resilience [4]. Similarly, their research on 281 fourth-grade students underscored the crucial role of family support in enhancing problem-solving skills and life satisfaction, especially during crises like COVID-19 [5].
Additionally, a diary study led by Prof. Siu and her team involving 74 Chinese college students revealed that resilience, combined with self-regulation and persistence, improves study habits and academic performance [6]. These findings emphasize an important point: encouragement from families and educators plays a pivotal role in shaping students’ long-term success.
Targeted Interventions to Enhance Well-Being
Beyond natural support systems, targeted interventions are key to enhancing students’ well-being. Prof. Siu’s team introduced the Affective States for Online Learning Scale (ASOLS), a 15-question survey tool used every 30 minutes during online classes. Tested with 173 gifted students and validated through live observations, ASOLS allows teachers to monitor student engagement and emotional states in real time [7].
Furthermore, after reviewing 45 studies on adolescent well-being programs, her team found that interventions lasting more than 10 weeks, particularly in group settings, produce modest but meaningful improvements in mental health [8]. While the effects are not dramatic, the findings underscore the importance of sustained peer engagement and structured support in promoting emotional well-being.
These studies paint a clear picture: student well-being thrives through both organic support systems and structured interventions. Whether it’s daily encouragement that builds resilience or innovative tools that monitor emotional states, each positive interaction contributes to students’ emotional and academic success. By investing in supportive environments and well-designed programs, we can empower students to overcome challenges and thrive—both academically and personally. The path to brighter futures starts with fostering resilience and emotional strength.
*Notes: This article provides research teasers for each reference to showcase the novelties
References
[1] UNESCO. (2020). COVID-19 Educational Disruption and Response. Retrieved from https://en.unesco.org/covid19/educationresponse
[2] 2022 National Healthcare Quality and Disparities Report. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK587174/
[3] Verlenden JV, Fodeman A, Wilkins N, et al. Mental Health and Suicide Risk Among High School Students and Protective Factors — Youth Risk Behavior Survey, United States, 2023. MMWR Suppl 2024;73(Suppl-4):79–86. http://dx.doi.org/10.15585/mmwr.su7304a9
[4] Siu, O. L., Lo, B. C. Y., Ng, T. K., & Wang, H. (2023). Social support and student outcomes: The mediating roles of psychological capital, study engagement, and problem-focused coping. Current Psychology, 42, 2670-2679. https://doi.org/10.1007/s12144-021-01621-x
[5] Wang, H., Ng, T. K., & Siu, O. L. (2023). How does psychological capital lead to better well-being for students? The roles of family support and problem-focused coping. Current Psychology, 42, 22392-22403. https://doi.org/10.1007/s12144-022-03339-w
[6] Li, K., Wang, H., Siu, O. L., & Yu, H. (2024). How and when resilience can boost student academic performance: A weekly diary study on the roles of self-regulation behaviors, grit, and social support. Journal of Happiness Studies, 25, 36. https://doi.org/10.1007/s10902-024-00749-4
[7] Siu, O. L., Lui, K. F. H., Huang, Y., Ng, T. K., & Yeung, W. L. V. (2024). An efficient, reliable, and valid assessment for affective states during online learning. Scientific Reports, 14, 15768. https://doi.org/10.1038/s41598-024-66974-2
[8] Lou, X., Ng, T. K., & Siu, O. L. (2024). Investigating the effects of psycho-behavioral interventions on healthy adolescents’ subjective well-being: A three-level meta-analysis. The Journal of Positive Psychology, 19, 342-355. https://doi.org/10.1038/s41598-024-66974-2