Call for papers 67

(July-December 2026)

Topic: Mental Health in Educational Contexts[1]

Deadline for reception:

January 12, 2026

 

Coordinators

Eduardo Hernández González, Universidad de Guadalajara, México

Clara Paz, Universidad de Las Américas, Ecuador

 

In the current context, issues related to mental health have gained increasing visibility and importance across all levels of the educational system. Factors such as the pandemic (Muñoz et al., 2024), the precarization of life, academic stress (Montevilla, 2025), school violence (Orozco-Vargas et al., 2021), and certain practices regarding the use of digital technologies (Toasa & Toasa, 2022), among others, have deeply influenced the psychosocial well-being of students, teachers, and educational communities in general.

The educational space, as a context of interaction, is a privileged setting where much of the lives of children, adolescents, and young people unfold. This means that the problems and opportunities associated with this school-age population are of particular interest to researchers and are also a matter of concern for members of the educational community.

Mental health and the educational context are intrinsically linked. This is not only because learning is itself a psychological process involving cognitive and emotional functions, but also because individuals acquire, modify, or reinforce knowledge, skills, behaviors, and values through educational experiences and study.

Based on these premises, research has focused on identifying and analyzing how students’ mental health affects their learning, and how education and the actions implemented within the educational context can promote, protect, and impact their mental well-being (Morales et al., 2021).

This issue aims to serve as a space for critical reflection, rigorous analysis, and the exchange of experiences and knowledge, with the goal of making mental health in education more visible, better understood, and addressed through integral, intersectional, and context-sensitive strategies.

Sinéctica invites researchers, professionals, educators, and graduate students to submit proposals for research and theoretical articles on mental health in educational contexts for publication in Issue 67 (June–December 2026).

 

Thematic Areas

  • Mental health and school conditions

This theme addresses how the physical environment, institutional policies, school culture, academic workload, and social dynamics can either foster or undermine the emotional well-being of educational communities. Contributions are invited on school practices and policies that create healthy, safe, and emotionally sustainable environments.

  • Mental health among students in vulnerable situations

We welcome works that shed light on the experiences of children, adolescents, and youth affected by discrimination, inequality, exclusion, or violence—such as Indigenous, migrant, racialized students, those with disabilities, those living in poverty, or members of the LGBTIQ+ community. The aim is to promote intersectional approaches that recognize the diversity of trajectories and psycho-emotional needs.

  • Intervention, public policy, and care models

Critical reflections on the design, implementation, and effectiveness of strategies at both school and university levels are encouraged, as well as studies on the articulation between the education and health sectors. Contributions may include research on teacher training, emotional support protocols, psychosocial support networks, and crisis prevention mechanisms within educational institutions.

  • Technology, virtuality, and new subjectivities

This theme invites reflection on the psycho-emotional impacts of intensive digital technology use in education, particularly in the context of the virtualization of teaching and learning. Topics include isolation, digital anxiety, cyberbullying, hyperconnectivity, and transformations in identity construction in digital environments. Proposals may also explore opportunities and challenges of virtual platforms for supporting the emotional well-being of students and teachers in hybrid or remote learning contexts.

  • Research and methodologies for addressing mental health in education

We prioritize proposals incorporating qualitative, quantitative, or mixed methods; interdisciplinary approaches; longitudinal or participatory studies; and contributions that advance a holistic understanding of psychosocial well-being. We also value research that questions traditional epistemological frameworks, promotes an ethics of care, and generates knowledge with a tangible impact on transformative educational policies and practices.

 

References

Montevilla Castillo, I. (2025). Gender intersections and academic stress in university students. Educación Superior. https://doi.org/10.53287/mtnu8596bc62h

Morales, N., Contreras, C., Chávez, D., Ramos, M., Felt, E. & Collazos, F. (2021). The school context and mental health of migrant and non-migrant adolescents in the city of Barcelona. Psicología Educativa, 27(2), 199–209. https://doi.org/10.5093/psed2021a6

 

[1] Manuscripts must be submitted through Sinéctica’s website, and only after the author has registered. Research and theoretical articles are received in Spanish, English, and Portuguese. Only unedited work is accepted. All articles, without exception, will be subjected to blind peer review by outside experts.