Dear Colleagues,

This Special Issue refers to the influence that social factors, such as COVID-19 pandemic, have on the mental health and well-being of teachers, students, schools, families, and policymakers. This impact can affect various aspects of education, including teaching and learning processes, student academic performance, school culture and climate, family-school relationships, and policy decisions.

For teachers, the psychological impact of social factors can lead to increased stress, burnout, and job dissatisfaction. Teachers may struggle with adapting to new teaching modalities, such as online or hybrid learning, managing their workload, and maintaining work-life balance.

For students, the psychological impact of social factors can manifest in various ways, including reduced motivation, anxiety, depression, and feelings of isolation. These factors can negatively affect their academic performance and sense of self-worth.

Schools may also experience psychological impact from social factors, such as managing school closures, shifting teaching methods, and supporting the mental health of their staff and students. Additionally, family-school relationships may be strained due to communication barriers or disagreements over policy decisions.

Policymakers may also face psychological impact from social factors, as they make decisions regarding school reopening plans, funding allocation, and educational policies.

The psychological impact of social factors on education is complex and multifaceted. It requires a comprehensive approach that addresses the needs of teachers, students, schools, families, and policymakers. It is essential to prioritize mental health and well-being as an integral part of education, especially during times of crisis.

Dr. Ahdi Hassan and Ms. Nazish Naz

Guest Editors