All children have the right to an education and good health. These foundations for positive child development are enshrined in international law and are integral to a well-functioning education system. When pupils have a sense of school belonging, they are better equipped to learn, while positive relationships with teachers and peers are a strong predictor of academic success. Despite schools being epitomised as the ideal setting for promoting and supporting children’s mental health and wellbeing (MHWB), evidence shows persistent high rates of poor MHWB in school-aged children. Related research, for example, on emotionally based school avoidance (EBSA), punitive behaviour policies, and school exclusions, suggests that, for many pupils—particularly those from marginalised groups or diverse families—schools do not function as emotionally healthy environments.

The aim of this Topical Collection is to collate a comprehensive and insightful corpus on emotionally healthy schools. It will draw together philosophical and theoretical frameworks, key concepts and directives, and research evidence. Suitable entries may comprise conceptual and theoretical perspectives, systematic or scoping reviews, empirical studies, and evidence-based recommendations for practice and policy. Topics of interest include the key ‘drivers’ and ‘disruptors’ associated with creating emotionally healthy schools, such as the following: systemic, external, internal, and relational factors; inherent tensions between behavioural policies and emotional health mandates; and social media and other generational pressures pertinent to emotional health and modern schooling.

This Topical Collection will presents an exemplar reference for academics, students, and professionals, providing an enhanced knowledge base to facilitate further investigation and augment current practices.