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The present study explores teacher emotions, in particular how they are predicted by students' behaviour and the interpersonal aspect of the teacher-student relationship (TSR). One hundred thirty-two secondary teachers participated in a quantitative study relying on self-report questionnaire data. Based on the model of teacher emotions by Frenzel (2014), teachers rated their experienced joy, anger and anxiety during classroom instruction (dependent variable). Students' motivational behaviour (= engagement), socio-emotional behaviour (= discipline in class) and relational behaviour (= closeness; interpersonal TSR) were assessed as the independent variables. Teachers' self-efficacy beliefs served as a control variable. Hierarchical regression analysis revealed that the interpersonal relationship formed between teachers and students was the strongest predictor for teachers' joy (positive relation) and anxiety (negative relation), whereas lack of discipline in class best predicted teachers' anger experiences. Students' engagement also proved a significant predictor of teacher emotions. The results suggest that interpersonal TSR plays a particularly important role in teachers' emotional experiences in class.

Early adolescence represents a particularly sensitive period in the life of young learners, which is accompanied by an increase in school alienation. Due to its harmful nature (Hascher and Hadjar in Educ Res 60:171–188, 2018. https://doi.org/10.1080/00131881.2018.1443021 ), school alienation may lead to unfavorable consequences such as low academic achievement (Johnson in J Educ Technol Soc 8:179–189, 2005; Reinke and Herman in Psychol Schools 39:549–559, 2002). This study investigates the longitudinal relationship between school alienation domains, namely alienation from learning, from teachers, and from classmates, and academic achievement among secondary school students of grade 7 to grade 9 in Switzerland and Luxembourg. Data were collected from 403 students in the Swiss canton of Bern and 387 students in Luxembourg who participated in three waves of the “School Alienation in Switzerland and Luxembourg (SASAL)” research project. Cross-lagged modeling was applied to examine the correlations between school alienation domains and academic achievement at each of the three time points, the temporal stability of school alienation domains and academic achievement, and their cross-lagged effects across time, controlling for students’ gender, school track, parental occupational status, and migration background. Results show that the pattern of relationships is defined by the school alienation domain and the cultural context, pointing to the complex interplay between the multidimensional construct of school alienation and academic outcomes of secondary school students.

Growing evidence suggests an important contribution of airborne transmission to the overall spread of Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV-2), in particular via smaller particles called aerosols. However, the contribution of school children to SARS-CoV-2 transmission remains uncertain. The aim of this study was to assess transmission of airborne respiratory infections and the association with infection control measures in schools using a multiple-measurement approach. We collected epidemiological (cases of Coronavirus Disease 2019 (COVID-19)), environmental (CO2, aerosol and particle concentrations), and molecular data (bioaerosol and saliva samples) over 7 weeks from January to March 2022 (Omicron wave) in 2 secondary schools (n = 90, average 18 students/classroom) in Switzerland. We analyzed changes in environmental and molecular characteristics between different study conditions (no intervention, mask wearing, air cleaners). Analyses of environmental changes were adjusted for different ventilation, the number of students in class, school and weekday effects. We modeled disease transmission using a semi-mechanistic Bayesian hierarchical model, adjusting for absent students and community transmission. Molecular analysis of saliva (21/262 positive) and airborne samples (10/130) detected SARS-CoV-2 throughout the study (weekly average viral concentration 0.6 copies/L) and occasionally other respiratory viruses. Overall daily average CO2 levels were 1,064 ± 232 ppm (± standard deviation). Daily average aerosol number concentrations without interventions were 177 ± 109 1/cm3 and decreased by 69% (95% CrI 42% to 86%) with mask mandates and 39% (95% CrI 4% to 69%) with air cleaners. Compared to no intervention, the transmission risk was lower with mask mandates (adjusted odds ratio 0.19, 95% CrI 0.09 to 0.38) and comparable with air cleaners (1.00, 95% CrI 0.15 to 6.51). Study limitations include possible confounding by period as the number of susceptible students declined over time. Furthermore, airborne detection of pathogens document exposure but not necessarily transmission. Molecular detection of airborne and human SARS-CoV-2 indicated sustained transmission in schools. Mask mandates were associated with greater reductions in aerosol concentrations than air cleaners and with lower transmission. Our multiple-measurement approach could be used to continuously monitor transmission risk of respiratory infections and the effectiveness of infection control measures in schools and other congregate settings.

Close-proximity interactions are considered a key risk factor for respiratory virus transmission, but their importance relative to shared space and air quality remains unclear. We conducted a six-week longitudinal study in a Swiss secondary school (67 students, aged 14–15). We detected 87 infections in saliva samples and recorded absences to identify plausible transmissions, excluding implausible ones through genomic analysis. Time in close proximity (within 1.5 metres) was measured using wearable sensors and air quality via CO 2 monitors. Students spent 21.2 minutes per day in close proximity (interquartile range 7.8–44.2) and 5.3 hours in shared classrooms (IQR 3.8–6.2), during which air quality was suboptimal for 1.9 hours (IQR 1.2–3.0). Using pairwise survival models, we found that transmission was more likely within than between classes. Close proximity was modestly associated with higher transmission risk overall (rate ratio 1.16 per doubling daily time, 95%-CI 1.01–1.33), while time in shared classrooms (RR 3.17, 95%-CI 1.96–5.17) and suboptimal air quality (RR 1.90 95%-CI 1.23–2.94) also predicted within-class risk. Prolonged exposure in shared, poorly ventilated spaces, which potentially includes several infectious sources, drives respiratory virus transmission more than close contact. The relative importance of close-proximity interactions, shared space and air quality to the transmission of respiratory viruses is not well understood. Here, the authors investigate this question by collecting longitudinal molecular, physical proximity and environmental data in a school in Switzerland.

Contemporary education systems face the challenge of fostering academic achievement while also keeping students engaged and maintaining their well-being. Previous research has shown that student well-being, school engagement, and academic achievement are related. However, both student well-being and school engagement tend to decline over the school years, particularly after the transition to secondary school. To investigate how the three constructs are reciprocally related over time, the present study employed a longitudinal random intercept cross-lagged panel model using data from N = 757 Swiss students over three years of lower secondary school. The results revealed reciprocal between-person effects between student well-being, school engagement, and academic achievement across measurement points. Unexpected within-person effects between the measurement points were found. The findings suggest that students with higher well-being are also more engaged and achieve higher grades, but the associations between the constructs may be influenced by third variables.

The rapid changes in today’s world pose a great challenge to student well-being, especially in secondary school, where age-related transitions occur. Many school systems have recognized the importance of fostering both academic achievement and student well-being. Classroom relationships with teachers and peers play a key role in students’ academic, social, and emotional development, yet little is known about their longitudinal and reciprocal effects on well-being. This study adopts a multidimensional approach to student well-being, examining its relations with teacher–student closeness and conflict, as well as student–student cohesion, using two waves of data one year apart in a structural equation model (SEM). The participants were Grade 7 (N = 757) and Grade 8 (N = 720) students in Switzerland. The findings reveal no significant associations between student well-being, teacher–student closeness, and peer cohesion. However, teacher–student conflict at measurement point 1 is positively associated with physical complaints and social problems at measurement point 2, while a positive academic self-concept negatively predicts teacher–student conflict over time. These results highlight the impact of teacher–student conflict on student well-being and suggest enhancing the academic self-concept could help mitigate such conflicts. Insights into these relations can help educators and researchers identify and develop useful strategies for promoting student well-being.

To understand the holistic state of work conditions, health and wellbeing of University of Bern employees through a social-ecological lens. A comprehensive assessment included analysis of existing measures, stakeholder mapping, employee survey, expert interviews, a reflection and evaluation instrument, policy analysis, and environmental analysis. Integrating results revealed that the University provides numerous employee health opportunities such as broad variety and frequency of university sports options, good working climate, ergonomic workplace, well-developed and centrally established communications department, extensive range of Bernese universities independent counselling center services, and some relevant health promotion policies. However, these opportunities are not integrated into a systematic health strategy. Further analyses indicated four fields of action: 1) to anchor health promotion in the university culture and organization; 2) to promote mental health, wellbeing, and stress management; 3) to improve health promotion communication; and 4) to ensure sustainability, to implement continuous process and outcome evaluation of the actions. This could serve as a blueprint model for universities ensuring a holistic understanding of health and wellbeing, and informing related practical implications and organizational health governance.

School alienation is identified as a severe educational problem that hampers students’ academic journey. However, little is known about the concept’s interplay with other socio-emotional phenomena such as well-being. This longitudinal study explored the cross-lagged associations among alienation from learning, teachers, and classmates, and different dimensions of student well-being. To investigate the direction of the relationship between school alienation and student well-being, we used self-report instruments at two measurement points over a 1-year interval. Data were collected from a sample of 508 Swiss secondary school students from grade 7 to grade 8 participating in the “School Alienation in Switzerland and Luxembourg (SASAL)” research project. Controlling for gender differences, the results of latent variable modeling revealed considerable stability effects across time and a causal effect of school alienation on student well-being, whereas the reversed effect of student well-being on subsequent school alienation was nonsignificant. The three domains of school alienation were found to have different associations with six well-being dimensions. Alienation from learning had a negative impact on positive attitudes to school and enjoyment in school. Alienation from teachers negatively predicted positive attitudes to school and positively predicted worries and social problems in school. Alienation from classmates negatively influenced future positive attitudes to school and contributed to the prevalence of social problems in school. The findings provide empirical support for the importance of students’ feelings of alienation in determining students’ sense of well-being and imply that both academic and social aspects of schooling have a significant impact on young people’s stances toward school.

Lifelong learning is emerging as a key priority for promoting equity and sustainability in societies. Self-regulated learning (SRL) is a fundamental requirement for achieving successful lifelong learning, and digitization is increasingly influential in this regard. This mixed-methods study explores the degree to which adaptive learning technology (ALT) can assist university students in their SRL with timely and personalized support. Additionally, the study examines how students perceive this feedback and incorporate it into their learning behavior. Using hierarchical linear modeling, we investigated the development of SRL over a 9-week period. Semi-structured interviews were conducted with purposively selected learners, based on stimulated recalls. The quantitative results demonstrate positive development in certain components of SRL. Furthermore, the results indicate that metacognitive activity can be partially predicted by motivational and emotional states. The qualitative findings reveal that learners have varying perceptions of feedback received from ALT and integrate it into their learning behaviors based on their individual benefits. The results support the assumption that feedback provided through educational technology must be precisely tailored to the needs of learners, taking into account the dynamics of their individual learning processes. The study contributes to the ongoing discussion on the design of educational technology.

Teacher well-being is not only relevant for the effectiveness of individual teaching and student learning but also for general school quality and societal functioning, because teacher well-being is related to lower burnout risks and lower attrition. Previous research identified social relationships in school as a crucial source of teacher well-being. However, studies investigating the role of teacher–student relationships as a determining factor for teacher well-being are still scarce. This study takes a qualitative approach toward investigating the role of dyadic teacher–student relationships in teacher well-being. We analyzed twenty-six semi-structured interviews with Swiss primary school teachers, using a qualitative content analysis. The results showed that dyadic teacher–student relationships played an important to a very important role in the everyday life of teachers and were a source of both positive and negative emotions, cognitions, and physical sensations. The quality of the dyadic teacher–student relationship was reflected in the social–emotional competence of both teachers and students. Conflicts were not necessarily inhibiting teacher well-being. The findings of this study can be used to inform teacher-training institutions, as well as authorities, on how to support teachers in building relationships with their students and, in turn, foster their well-being.