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Theory suggests that highly emotionally intelligent individuals are likely to experience psychological wellbeing at a higher level than individuals who are low in emotional intelligence. This study aims to examine the relationship between emotional intelligence and four aspects of psychological wellbeing (self‐acceptance, life satisfaction, somatic complaints and self‐esteem).

Data were collected from employees through two different structured surveys administered at two points in time.

The results of four hierarchical regression models provide, in general, support for the positive association between emotional intelligence and psychological wellbeing components – self‐esteem, life satisfaction, and self‐acceptance. Only marginal significant support was found for the negative relationship between emotional intelligence and somatic complaints.

The present study contributes to a growing body of literature seeking to determine the role of emotional intelligence in explaining individuals' wellbeing at work. In addition, the study indicates that employees who experience a psychological state of wellbeing may function better than employees who experience emotional deficit.

The current study aims is to investigate the impact of leader's e-competencies on the emotional wellbeing of employees in GVTs. Also, the moderating role of a leader's emotional intelligence in enhancing the wellbeing of the employees during the pandemic was explored.

A survey of 810 employees belonging to international IT companies was conducted. The conceptual model was hypothesized and validated using CFA and PL-SEM.

The three core e-competencies of leaders (e-communication skills, e-change management skills and e-technological skills) impacting the wellbeing of employees in the COVID pandemic were found. Also, emotional intelligence significantly moderated the association of leader's e-competencies and the wellbeing of employees.

The study is limited to IT sector companies. Data were collected using the snowball sampling technique through a self-reported questionnaire. Future studies can explore the relationship between e-leadership and variables like job performance in other sectors.

A unique framework of “leaders” e-competencies and employees' wellbeing, moderated by emotional intelligence, has been proposed and validated. The present study is relevant for guiding the traditional leaders and managers transitioning to e-leaders due to the pandemic.

The current exploration is one of its kinds to understand the dynamics of study variables in international workplaces. Today, the majority of organizations are conducting their business through GVTs. Therefore, the emerging leaders have to display specific e-competencies to contribute to employees' wellbeing effectively.

Those in prison have expert knowledge of issues affecting their health and wellbeing. The purpose of this paper is to report on work undertaken with male prisoners. This paper presents learning and findings from the process of engaging imprisoned men as peer researchers.

The peer researcher approach offers an emic perspective to understand the experience of being in prison. The authors established the peer research role as an educational initiative at a long-stay prison in Wales, UK to determine the feasibility of engaging imprisoned men as peer researchers. Focus groups, interviews and questionnaires were used by the peer researchers to identify the health and wellbeing concerns of men in prison.

The project positively demonstrated the feasibility of engaging imprisoned men as peer researchers. Four recurring themes affecting health and wellbeing for men in a prison vulnerable persons unit were identified: communication, safety, respect and emotional needs. Themes were inextricably linked demonstrating the complex relationships between prison and health.

This was the first prison peer-research project to take place in Wales, UK. It demonstrates the value men in prison can play in developing the evidence base around health and wellbeing in prison, contributing to changes within the prison to improve health and wellbeing for all.

To explore the value in reminiscing about past festivals as a potential way of improving wellbeing in socially isolated times.

The paper uses previous research on reminiscence, nostalgia and wellbeing to underpin the analysis of self-recorded memory narratives. These were gathered from 13 pairs of festivalgoers during Covid-19 restrictions and included gathering their individual memories and their reminiscences together. The participant pairs were a mix of friends, family and couples who had visited festivals in the UK, Finland and Denmark.

Four key areas that emerged through the analysis were the emotions of nostalgia and anticipation, and the processes of reliving emotions and bonding through memories.

Future studies could take a longitudinal approach to see how memory sharing evolves and the impact of this on wellbeing. The authors also recommend undertaking similar studies in other cultural settings.

This study findings have implications for both post-festival marketing and for the further development of reminiscence therapy interventions.

The method provides a window into memory sharing that has been little used in previous studies. The narratives confirm the value in sharing memories and the positive impact this has on wellbeing. They also illustrate that this happens through positive forms of nostalgia that centre on gratitude and lead to hope and optimism. Anticipation, not emphasised in other studies, was also found to be important in wellbeing and was triggered through looking back at happier times.

The purpose of this study is to explore through the author’s personal experience the impact rebuilding the author’s well-being had on the author’s identity and efficacy as a teacher. This describes the author’s experiences after the death of the author’s father and the effect of the author’s emotional state on the author’s personal and professional identity. It also explores how the author developed sustainable habits to cope with daily challenges.

The study adopts an auto-ethnographic approach utilizing journal entries and reflections collected over the years as part of the healing process. These will provide a descriptive view of the author’s emotional state in the years after the author’s father's death. The author employed this method to explore the author’s personal experiences and provide a better understanding of the connections between the reconstruction of the professional identity and the importance of well-being and mental health in light of a significant or transformative event.

The paper provides insights about the significance of a positive mind-set on the efficacy and performance of teachers. This suggests that there is a connection between the impact of improving the author’s well-being on a personal and professional level.

There is little research on how self-efficacy or coping strategies could have an impact on teachers. The paper offers a unique insight into teachers' emotional and academic identities.

This purpose of this paper is to use the concepts of performance and emotional labour to shed new light on the skills workers use on two workflows in one call centre. In addition, the paper demonstrates how different workflows impact on workers everyday emotional experiences and wellbeing.

Using an auto-ethnographic approach to data collection the paper provides insights by focusing on both the self and others as objects of research. The underpinning theoretical inspiration is drawn from Labour Process Theory but considering the interactive nature of front-line call centre work, it adopts Goffman's (1959) dramaturgical concepts and draws on micro-sociological analyses of the labour process, particularly Hochschild (1983).

The case study illustrates how workers use social skills, through the performance of emotional labour, to different extents on contrasting workflows. The concept of performance is also used to demonstrate how management rely on worker's social skills to deliver fast and quality customer service. Contrary to other research, this study finds that the greater time front-line workers spend on calls and the wider scope they have for exercising discretion does not necessarily mean they experience greater levels of satisfaction and emotional wellbeing. Rather, the workflow with the tightest scripting and shortest call cycles – which inhibit the need to perform emotional labour – offered the greatest protection from the emotional demands of the job.

This paper is the first to apply Goffman's theatrical metaphors and concepts of performativity to unpack the nature of front-line call centre workers’ skills.

Social and emotional wellbeing (SEWB) is a term used to refer to the state of an individual's overall wellbeing. This review aims to consider the importance of understanding and assessing SEWB in prisoner populations, and identify potentially important differences between groups of prisoners, including those who identify as from minority cultural backgrounds (Aboriginal and Torres Strait Islander in Australia), protective custody prisoners, remand prisoners, prisoners identified with an intellectual disability, and prisoners with an acquired brain injury.

The paper is a general review of the published literature, with a specific focus on work conducted with Aboriginal and Torres Strait Islander communities in Australia.

Eight domains of SEWB are identified across which Aboriginal and Torres Strait Islander prisoners, along with those in protection units, remandees, and prisoners with intellectual disabilities or acquired brain injuries are likely to experience particularly low levels of functioning. Few programs have been developed to address these needs, although attending to low levels of SEWB has the potential to make a positive contribution to prisoner health, prison management, and offender rehabilitation.

Relatively little literature has considered this topic previously and, as a result, the paper is necessarily descriptive. Nonetheless, issues of SEWB appear to warrant further consideration, particularly in relation to those prisoners who identify with minority cultural groups.

The study aims to determine the contributions of universal school-based educational programs to the current and future worldwide youth mental health condition.

A systematic search was conducted in accordance with the PRISMA 2020 guidelines. Academic education and health databases including ERIC, Education Database, APA PsycInfo, APA PsycArticles, Psychology Database, and PubMed were used. Characteristics and outcomes of educational interventions developed in school settings and education potential for mental health promotion were examined.

Universal school-based mental health educational programs positively affect preadolescents and adolescents. The study review provided further insight into educational programs' characteristics and identified two primary curricula foci: mental health education and development of resiliency traits and skills.

Research on mental health promotion using a pedagogical approach is rare as most studies focus on mental health symptomatology and psychotherapy techniques training.

This paper examines the impact of the COVID-19 pandemic on the mental health and wellbeing of academic and professional Higher Education (HE) staff in the UK.

A mixed-method survey questionnaire was sent to almost 300 UK HE staff to secure qualitative and quantitative data to enable data triangulation.

The study found an adverse impact on academic and professional staff's mental health and wellbeing, further resulting in stress and anxiety. Several reasons for the increased stress and anxiety levels were identified, but social isolation and the increased workload were the most commonly reported. The most affected groups by the pandemic were females, younger staff, full-timers and those with disabilities or caring responsibilities.

This study offers a range of strategies to support staff's mental health and wellbeing; as such, it is of great interest to policymakers to inform their decisions of similar crisis events in the future. It also addresses some of the COVID-19 areas of research interest for the UK parliament.

The study's originality derives from exploring the pandemic's impact on UK HE staff's mental health and wellbeing by including professional staff's experiences alongside those of academics. It also expands the scant evidence concerning the pandemic's impact on HE staff in the UK.

The paper seeks to clarify the links between education and mental health in European policy and practice.

The paper provides an overview of the literature and clarification of what it shows.

Education has a major role in promoting mental health by enhancing positive wellbeing and tackling mental health problems. Education is in itself protective of mental health – so we need to increase access support inclusively and target at‐risk groups. Mental health and education need to improve their mutual communication between them. More needs to be done to develop evidence‐based, explicit, planned and evaluated whole‐school programmes to promote mental health, which develop the kind of climates and practices that are conducive to emotional wellbeing and help staff and pupils learn key skills. The European evidence base is poor and we need to put more resources into developing it, and networks between programmes, research and policy makers.

Bringing together the key elements in the arguments and evidence on how mental health and education could and do link together.