The COVID-19 pandemic has affected the world population’s health and living habits. The pandemic is over, but some of its mid- to long-term effects remain, and its impacts have not yet been measured, especially on physical activity levels and sports practice among adolescents. This study aimed to compare the pre-pandemic levels of adolescents’ physical activity and sports practice with the post-pandemic ones, and to examine differences between boys and girls. Portuguese data from the Health Behaviour in School-age Children (HBSC) of 2018 and 2022 were included. Self-reported data related to adolescents’ physical activity (number of days with ≥ 60 min of moderate-to-vigorous physical activity), sports practice and sport club participation were analysed. A total of 8023 adolescents (3773 boys) participated in this study. After the pandemic there was an increase in weekly physical activity levels. Regarding sports practice, among boys, there was an increase in the practice of some team sports, of which football and futsal continued to be the most practised (by nearly 60

Abstract Anxiety disorders are the most common psychological disorders in adolescence and are associated with risk behaviors such as substance use and self-harm. This study aimed to investigate associations between anxiety symptoms, gender, alcohol and marijuana consumption, and self-harm behavior in 13-year-old adolescents, using the translated versions of the Health Behavior in School-Aged Children and the Spence Children’s Anxiety Scale. The sample consisted of 298 adolescents (M = 13.4 years; SD = 0.3; 61.1% female). Data analysis included chi-square tests, Student’s t-test, and binomial logistic regression using the “ENTER” method (p < 0.05). Clinical anxiety (60.1%) was associated with self-harm (28.5%), which was more prevalent among girls. Alcohol use in the past month was higher among girls, while marijuana experimentation was more frequent among boys. These findings suggest that the girls in this sample should be considered a more vulnerable group for targeted interventions.

BACKGROUND Non-binary youth has been described as a particularly vulnerable group, facing unique challenges regarding their health and lifestyle. It is urgent to identify these challenges and to promote well-being in this population. PARTICIPANTS AND PROCEDURE This study aimed to analyze gender differences in health and lifestyles in a sample of Portuguese adolescents. It is part of the Cuida-te+ Program of the Portuguese Institute of Sport and Youth (IPDJ, I.P.), which aims to promote the health and lifestyles of young people aged 12 to 25. This program includes Mobile Units, which consist of awareness-raising actions in places where there is a significant presence of the target population (i.e., schools). To assess the mentioned indicators, a questionnaire was shared at the end of these actions. RESULTS The results showed no significant differences when comparing binary and non-binary genders, regarding life sat isfaction and the practice of physical activity, smoking, inebriation, general drug use, screen time, and hours of sleep. However, in other areas, non-binary people reported worse results compared to their peers. Namely, they reported poorer eating habits, more frequent lifetime alcohol consumption, and use of some types of illegal drugs (e.g., LSD), less use of screen time for the purpose of studying, working and/or researching, more arguments with family, friends and/or partner, more often not sleeping enough, and more negative results regarding health and well-being (e.g., more symptoms of sadness and exhaustion). CONCLUSIONS These results highlight the importance of monitoring and creating adjusted responses, tailored to the needs of non binary youth.

High levels of life satisfaction have important positive implications for the development of adolescents. Despite studies that have examined factors that may favour life satisfaction at these ages, researchers have described a lack of research on this subject using both prospective designs and samples of adolescents. Given that gratitude has been shown to be one of the resources that fosters well-being and health, this study sought to delve into the possible underlying mechanisms in the relationship between gratitude and life satisfaction in adolescents. To do so, based on two theoretical hypotheses, we examined the role of two possible mediators in this relationship: positive affect (positive affect hypothesis) and adaptive cognitive emotion regulation (CER) strategies (coping hypothesis). A sample of 983 students (12–18 years old) participated in this two-wave study. At Time 1 they completed two questionnaire measuring gratitude and life satisfaction. At Time 2 (16 weeks later) participants completed three questionnaires assessing positive affect, adaptive CER strategies, and life satisfaction. The results showed that gratitude had an association on life satisfaction over time. Moreover, according to the positive affect and coping hypotheses, both positive affect and adaptive CER strategies mediated the association between gratitude and life satisfaction over time, after controlling life satisfaction (Time 1). These findings provide a better understanding of the mechanisms underlying the relationship between gratitude and life satisfaction in adolescents. They also suggest the importance of health and well-being benefits of training this resource at these ages.

This study aims to investigate people's attitudes toward chronic conditions (CC) that may affect the well-being of students with these conditions and to explore the school environmental characteristics associated with their well-being and academic success. Using a qualitative design with focus groups, 162 participants (62 first-year university students, 23 teachers, 52 health professionals, and 25 parents; 87% female; M = 36.10, SD = 14.55) shared their perspectives. Analysis revealed three main categories: (1) attitudes toward CC, (2) barriers to participation and academic success, and (3) school characteristics supporting well-being. The most frequently mentioned subcategories were lack of information about CC (common across categories), stigma (related to attitudes), health factors (barriers), and limited human and material resources (school characteristics). Findings underscore the need to educate society and school agents to reduce misconceptions and promote inclusive, supportive educational environments. The study provides valuable insights for schools and policymakers to improve the psychosocial well-being and academic outcomes of students with chronic conditions.

Background/Objectives: Creativity has become an essential skill for children and adolescents to cope with the challenges of contemporary society. Beyond academic success, creativity is closely linked to well-being, social adjustment, and personal development. Schools, therefore, play a crucial role in creating conditions that allow students to explore ideas, express themselves, and develop socioemotional resources. This study aimed to examine how self-perceived creativity relates to educational, socioemotional, and well-being factors in Portuguese students, to identify different creativity profiles, and to explore the main variables that predict creativity. Methods: This cross-sectional study was based on secondary analyses of national data from the project Psychological Health and Well-being|School Observatory. The sample included 3011 students aged between 9 and 20 years (M = 13.62; SD = 2.53), from grades 5 to 12. Data were collected using validated instruments: the OECD Socioemotional Skills Survey (SSES), the Positive Youth Development (PYD) scale, and the WHO-5 Well-Being Index. Analyses included group comparisons, cluster analysis to identify self-perceived creativity profiles, correlation analyses, and multiple regression models. Results: Self-perceived creativity did not differ between boys and girls, but it decreased significantly with higher grade levels. Three profiles were identified: low, medium, and high self-perceived creativity. Students with higher self-perceived creativity reported better well-being, more positive relationships with teachers, a stronger sense of belonging at school, and higher parental educational levels. Self-perceived creativity was positively associated with socioemotional skills such as curiosity, sociability, and optimism, as well as with PYD dimensions and well-being. Negative associations were found with age and test anxiety. Socioemotional variables were the strongest predictors of creativity, explaining 39% of its variance. Conclusions: These results show that creativity is closely connected to students’ socioemotional development. Investing in emotional skills, supportive relationships, and positive school environments may be a powerful way to foster creativity and promote healthier, more balanced development. This has important implications for educational practice and policy.

The COVID-19 pandemic has been a period of uncertainty, inevitably affecting people's mental health, with a disproportionate impact on vulnerable populations, such as migrants and refugees. To understand what could either mitigate or protect these outcomes, this study explored strategies that refugees and migrants used to cope with the pandemic and its mental health impact. The responses of N = 16 910 refugees and migrants from the worldwide ApartTogether survey were analysed using descriptive analysis and structural equation modelling. Findings indicate that most coping strategies were, either positively or negatively, associated with refugees' and migrants' mental health during the COVID-19 pandemic. Coping strategies such as 'activating myself' and 'thinking something good will come from this' were associated with better mental health outcomes. Important differences between subgroups were found in the number and type of coping strategies, including displaying a higher number of coping strategies by older and female participants, while refugees and migrants living in precarious situations (e.g. being undocumented or living on street) identified less. This increased understanding of refugees' and migrants' differentiated coping behaviours creates avenues for more targeted interventions to support these groups in dealing with future stressful, widespread situations.

Background/Objectives: Although non-suicidal self-harming behaviors (NSSHBs) are increasingly recognized as both a symptom and risk factor in adolescent development, few studies have explored their biopsychosocial correlates, such as stress management, quality of life, family and peer support, and school-related factors, within a longitudinal framework. The present study aims to explore self-harm behaviors among adolescents from an ecological and biopsychosocial perspective over three distinct time points: pre-pandemic (2018), during the pandemic (2022), and post-pandemic (2024). Methods: The total sample comprised 12,233 adolescents, with 5695 in 2018, 5931 in 2022, and 607 in 2024. The percentage of adolescents reporting self-harm behaviors increased from 18.0% in 2018 to 21.8% in 2022 and slightly decreased to 20.2% in 2024. Results: Results show that, in both groups, stress management skills were positively predicted by family support, teacher relationship, quality of friendship, and future expectations, and they were negatively predicted by psychosomatic symptoms. The explained variance (adjusted R2) was consistently higher in the self-harm behavior group. The findings confirm that NSSHB is not only a symptom of individual distress but also a marker of insufficient psychosocial support and coping resources. Conclusions: Stress management skills emerged as a key vulnerability domain and were consistently lower among adolescents with NSSHB. Family support, school relationships, and mental well-being were central predictors of coping skills, reinforcing the relevance of multilevel, ecological approaches to prevention and intervention.

Positive Youth Development (PYD) has been associated with positive results in the transition to adulthood. Within the 5Cs model of PYD, the Caring dimension has been defined as the ability to feel sympathy and empathy towards others. However, the literature has shown some controversial results on the role of Caring in the psychological adjustment of young people. The aim of this study was to analyze the mediating role of strategies for coping with negative affect (i.e., distraction and depressive rumination) and strategies for coping with positive affect (i.e., dampening and positive rumination) in the relationship between Caring and depressive symptoms. We examined gender differences as well. A cross-sectional self-report study was carried out in 2021, with a sample of 1,040 young people (75.5

COVID 19 pandemic had worldwide negative repercussions. The overall prevalence of sleep disorders during Covid 19 was around 40%, with differences according to specific populations, more vulnerable or with greater exposure. Since sleep is a fundamental pillar of health and essential for survival and for physical and mental health it is essential to know what preserves and what deteriorates sleep in adverse situations. Objectives: Comparison of those who slept better, equal or worse, using a multimodal ecologic model. Methods: Sleep Quality and Awakening quality before and during the pandemic were used as referential measures. Analysis of variance of quantitative variables in COVID and pre-COVID stress was performed, and a linear discriminant analysis (LDA) was applied to classify the 3 sleep groups: Worse, Equal and Better. Results: Despite many statistical differences between groups, the LDA discrimination of subgroups ranged globally from 70 to 86%. Using LDA the Worse group was correctly classified with high correctness, from 74.3 to 97.3%; Equal group classification ranged from 67.1 to 97.7%; Better group however was correctly classified with low values (25.7 to 27.9%). LDA discrimination achieved higher values with Sleep Quality. Conclusion: The results are discussed and the recommendations focused on what you should or should not do, to avoid poor sleep in adverse conditions.

Introduction: Physical fighting among adolescents remains a public health concern, impacting academic achievement, psychosocial development, and school climate. This study aims to characterize the involvement in school fights among Portuguese students, identifying risk and protective factors to inform strategies for prevention and intervention. Methods: Based on the 2024 national study of the Psychological Health and Well-Being Observatory, a total of 3,083 students from lower and upper secondary schools in Portugal participated. Sociodemographic data, psychological symptoms, socio-emotional skills (SSES), perceived well-being, and school environment variables were assessed. Statistical analysis included Chi-square tests and linear regression.

Introduction: School safety plays a crucial role in fostering a healthy learning environment and supporting Positive Youth Development (PYD), encompassing physical, emotional, and social dimensions of well-being. This study aimed to explore and characterize the perception of safety in Portuguese schools, identifying key risk and protective factors to inform action-oriented recommendations. Methods: The study involved 3,083 students from lower and upper secondary schools in Portugal (49.5% male; mean age = 13.6), as part of the Psychological Health and Well-being Observatory (OSPBE/DGEEC). A multidimensional model of school safety perception was assessed, considering socio-emotional competencies, school environment, and mental health indicators. Results: Statistically significant differences in perceived school safety were found across gender and educational levels, with girls and younger students (5th and 6th grades) reporting higher levels of perceived safety. A linear regression model explained 25.9% of the variance in school safety perception. Protective factors included younger age, higher curiosity (from the SSES), stronger student–teacher relationships, and a positive school climate. Conversely, bullying, depressive symptoms, and stress were associated with lower perceptions of safety. Within the PYD framework, the Connection dimension emerged as a significant protective factor. Other variables did not show statistically significant associations. Conclusion: These findings highlight the multifaceted nature of school safety, reinforcing the importance of emotional and relational dimensions alongside physical security. Implications include the need for school-based interventions that foster positive relationships, emotional support, and youth engagement, particularly during critical educational transitions. The study also offers actionable insights for institutional and policy-level responses to ensure safer and more inclusive school environments that promote student well-being and development.

A religiosidade e/ou espiritualidade (R/E) está associada a melhores índices de saúde física e mental, pelo uso de estratégias de enfrentamento como o coping religioso/espiritual (CRE). O estudo explorou a relação do CRE com a saúde mental e eventos estressores em protestantes. De forma mais específica, hipotetizou-se que o CRE total mediaria o efeito da negligência emocional (um dos tipos mais frequentes de evento estressor) sobre sintomas de depressão, ansiedade e estresse nos participantes. A amostra foi composta de 254 participantes protestantes que responderam um questionário sociodemográfico, o questionário de traumas na infância (QUESI), a escala de religiosidade da Duke (DUREL), a escala de depressão, ansiedade e estresse (DASS-21) e a escala breve de enfrentamento religioso/espiritual (SCOPE-14). A R/E mostrou-se um preditor significativo do CRE Total (CRET). O efeito da mediação foi significativo para os desfechos da depressão, ansiedade e estresse. O CRET mediou a relação entre negligência emocional e estresse. Os resultados apontam para a importância de trabalhar a dimensão espiritual do sujeito na psicoterapia.

Adolescents who possess environmental health literacy are more equipped to handle the effects of the environment on their health. This study uses data from Portugal’s 2022 HBSC survey to investigate the environmental health literacy (EHL) of teenagers. The Environmental Health Literacy Scale (EHLS) was verified by confirmatory component analysis. Within the framework of an ecosystem, this study investigates factors related to health and well-being. There are 7355 adolescents in the sample. EHLS_Social Norms and participation in volunteering activities were found to be significant predictors of EHL_Knowledge, which explained 25.2% of the variance in the final model. EHLS_Social Norms and EHLS_Knowledge accounted for 42.9% of the variance in EHL_Behaviors, while school grade was adversely connected with pro-environmental behavior. While actions and knowledge were major positive predictors, gender and school grades showed negative relationships, and EHL_Social Norms accounted for 46% of the variance. This study establishes a valid measure of environmental health literacy in adolescents, informing science education strategies and public health interventions.

Migration processes should be analyzed in terms of their psychosocial impact within a multisystemic context. This study aims to identify the psychosocial and sociodemographic factors that influence the well-being of Portuguese migrants, focusing on aspects such as educational qualifications, health, employment status, the length of time they have been outside Portugal and where they live. Participants are 395 Portuguese emigrants currently living abroad, aged between 20 and 78 (M = 37.60, SD = 8.65). The participants live in various geographical locations. About three-quarters (77%, n = 302) of respondents lived in European countries, particularly in urban areas (71%, n = 281), mainly women (78%, n = 308). Linear regression models used as independent variables gender, health, marital status, qualifications, professional status, residence, age and years since emigrating and as dependent variables the satisfaction with social ties, connection, cohesion, acculturation and adaptation. Data were collected through an online survey using non-probabilistic recruitment, and analyzed with ANOVA for mean comparisons and stepwise linear regression to identify the strongest predictors of well-being dimensions. The results suggest that interventions aimed at promoting migrants' well-being should integrate the social, physical, and mental dimensions of health, recognizing the importance of support networks, a sense of belonging, employment conditions, and community cohesion for adaptation and integration. The study emphasizes the importance of synergy between individual and contextual well-being in creating healthy spaces, populations and communities.

The absence of mental illness does not necessarily mean the presence of mental health or well-being. Especially after the COVID-19 pandemic, it is important to identify the risk and prevent the development of mental illness. The present study aimed to: a) characterize the levels of well-being and life satisfaction of adolescents; b) identify the risk of depression; c) analyze differences in the three dimensions of mental health considering sociodemographic characteristics (gender and level of education); and d) analyze predictors of life satisfaction and risk of depression, considering the sociodemographic characteristics and social-emotional skills. Participated in the study 3235 adolescents (50% female), aged between 11 and 20 years (M=14.47, SD=1.91). Participants attend public schools in the 3rd cycle of basic education (47.9%) and secondary education (52.1%), and responded to self-report measures. The results revealed that most adolescents (58.5%) have an average level of life satisfaction. However, 51.1% of participants have a low level of well-being and 19.6% are at risk of depression. All the social-emotional skills included in the models proved to be significant predictors of life satisfaction and lower risk of depression, especially optimism (besides emotional control, stress resistance and sociability). The results reinforce the existence of a double continuum of mental health and mental illness. The results also support the relevance of implementing school-based interventions to promote social-emotional skills that help adolescents deal with the challenges of a changing world, and to prevent depression. From a public health perspective, it is essential to implement universal prevention programs that are part of the paradigm of health-promoting schools.

In recent years, the focus of youth health research has shifted from identifying problems to emphasizing positive youth development (PYD). This approach explores the strengths and resources young people possess. The present study examines how PYD attributes relate to life satisfaction in adolescents, considering the mediating effects of school-related factors ( school belonging, bullying, test anxiety, and relationship with teachers) and psychological distress and the moderating effect of gender and school level. Based on the literature, a path model was created and tested with a large group of adolescents. The results revealed that PYD attributes like confidence, connection, and competence are linked to school-related variables, which in turn are associated with psychological distress. Psychological distress, confidence, and connection are directly related to life satisfaction. While most associations showed no significant differences between gender and school level, there were some significant differences between these groups, namely the negative confidence-psychological distress association, which was higher for girls (lower and upper secondary), the positive confidence-life satisfaction and the negative connection-psychological distress associations that were higher for upper-secondary boys, and the negative confidence-bullying association, which was higher for lower secondary boys. These findings underscore the importance of promoting Positive Youth Development (PYD) in schools to enhance young people’s mental health and well-being, fostering a supportive and inclusive environment that benefits the entire school community.

(1) Background: Creative self-efficacy is associated with better psychological well-being and academic performance in adolescent and youth samples. Positive youth development is a strength-based model of youth transition to adulthood, which states that this emerges from adaptive regulations between personal strengths and nurturing contexts. The present study aimed to examine the associations between creative self-efficacy, PYD and perceived academic performance in a sample of Spanish youth. (2) Methods: A cross-sectional study was carried out during the spring of 2024. A sample composed of 370 undergraduates (M = 21.29, SD = 3.61) from 10 universities in Andalusia (Spain) filled in an online self-report measure. (3) Results: The results showed positive associations between creative self-efficacy, PYD and academic performance. A mediational analysis indicated that creative self-efficacy presented a positive effect on perceived academic performance through its positive associations with both Confidence and Competence dimensions of PYD. (4) Conclusions: These results may suggest the need to integrate creativity and PYD programs to strengthen academic performance in higher education.

Resumo Apesar da evidência do impacto positivo das intervenções na área da promoção da saúde mental nas escolas, existe a necessidade de realizar estudos robustos, em particular quando novos programas são desenvolvidos, de forma a promover a adoção de boas práticas e a identificação de estratégias eficazes de intervenção. Este estudo teve como objetivo avaliar o impacto da implementação do currículo PROMEHS em Portugal, em contexto escolar com um grupo de crianças e adolescentes (N=1764). O estudo utilizou um desenho quase-experimental de caráter longitudinal no grupo experimental e no grupo em espera nas fases pré e pós-teste da implementação. Foram coletados dados com professores, pais/responsáveis pelos alunos e alunos, através de um conjunto de instrumentos: nomeadamente, o questionário das Capacidades e Dificuldades (SDQ), Competências Socioemocionais (SSIS-SEL Brief Scales), domínio académico, resiliência (CDRisc10) e impacto do PROMEHS. Os resultados apontam para um impacto significativo no aumento das competências socioemocionais e resultados académicos dos alunos, bem como na redução das dificuldades, de acordo com a avaliação dos professores. Na avaliação dos pais/responsáveis pelos alunos e dos alunos não se obtiveram resultados estatisticamente significativos. No entanto, a avaliação do impacto pelas três fontes foi muito positiva. De um modo geral, os resultados apontam a eficácia do currículo PROMEHS na promoção do desenvolvimento socioemocional dos alunos e destacam a importância desse tipo de programa nas escolas portuguesas.

Abstract Despite evidence of the positive impact of school-based mental health promotion interventions, there remains a need for robust studies, particularly to evaluate newly developed programs, in order to promote the adoption of best practices and identify effective intervention strategies. This study aimed to evaluate the impact of implementing the PROMEHS curriculum in Portugal in a school setting, using a sample of children and adolescents (N=1,764). A longitudinal quasi-experimental design was adopted with an experimental group and a waitlist control group, assessed at the pre- and post-test phases of implementation. Data were collected from teachers, parents/guardians, and students using a set of instruments: the Strengths and Difficulties Questionnaire (SDQ), the Social-Emotional Skills (SSIS-SEL Brief Scales), Academic Competence, Resilience (CD-RISC10), and PROMEHS impact. The results indicate a significant impact on students’ socioemotional competencies and academic outcomes, as well as a reduction in difficulties, according to teacher assessments. No statistically significant results were found in the assessments of parents/guardians or the students. However, the evaluation of the program impact across all three informant sources was highly positive. Overall, the findings demonstrate the effectiveness of PROMEHS in promoting students’ socioemotional development and highlight the importance of this type of program in Portuguese schools.