https://www.jmhs.ir/ Mental Health in School en daily 1 Mon, 22 Dec 2025 00:00:00 +0330 Mon, 22 Dec 2025 00:00:00 +0330 https://www.jmhs.ir/article_232298.html AbstractThis study aimed to examine the structural model of the mediating role of negative problem orientation in the relationship between adverse childhood experiences and symptoms of generalized anxiety disorder among university students. The present research was descriptive-correlational and employed structural equation modeling. The statistical population included all students of Mizan Higher Education Institute in Tabriz during the academic year of 2024-2025. The sample consisted of 300 participants selected through convenience sampling. Data collection instruments included the Generalized Anxiety Disorder Scale (7-GAD), the Childhood Trauma Questionnaire (CTQ), and the Negative Problem Orientation Questionnaire (NPOQ). Data analysis was conducted using Pearson correlation and structural equation modeling via SPSS version 26 and AMOS version 21. The findings revealed that adverse childhood experiences predicted 18.9% of the variance in negative problem orientation and, together with it, 42.3% of the variance in generalized anxiety disorder symptoms. The direct effects of childhood trauma on generalized anxiety disorder (β=0.365) and on negative problem orientation (β=0.435) were significant. Additionally, negative problem orientation had a significant direct effect on generalized anxiety disorder (β = 0.403), and its mediating role was confirmed with an effect size of β=0.175. Based on these results, it can be concluded that adverse childhood experiences play a significant role in increasing symptoms of generalized anxiety disorder both directly and indirectly through the mediation of negative problem orientation. These findings emphasize the importance of understanding cognitive and emotional processes in the development of anxiety disorders and highlight the necessity of addressing maladaptive cognitive patterns in clinical interventions. https://www.jmhs.ir/article_234708.html The Iranian entrance exam is a huge investment with a near-zero return. The capital includes time (3–5 years), energy, financial costs (50–500 million Tomans), and the psycho-emotional capital of millions of students and families. The only benefit is limited acceptance (for example, 10 out of 300 in certain fields).Personal harm: More than 85% of candidates fail. The theory of general attributions (1967) shows that failure is attributed to the system, but the defense mechanism leads to isolation, depression, anxiety, physical disorders (sleep, digestion, immunity) and even suicide.Family harm: Blame ("We spent so much, it became forbidden"), comparison ("So-and-so's child was accepted"), humiliation ("You are nothing"), parental guilt. These destroy trust, create emotional distance, disrupt the power structure (illusion of power in the successful, defiance in the unsuccessful) and even lead to divorce.Social harms: The entrance exam is a competition for capital; the top ranks are mostly prosperous. Deprived areas with zero access fuel a sense of deprivation, hidden anger, forced migration, a cycle of poverty, and a decline in national cohesion.Conclusion: Small profits are incompatible with huge capital. The entrance exam is not a test of talent, but a mirror of inequality.Suggestions: Elimination/structural review of the entrance exam, continuous assessment, real income quota, free educational platform, scholarships for low-income earners, mental health in schools, a campaign for success without the entrance exam, a ban on advertising ranks.The entrance exam is the destruction of generations. An urgent review is necessary. https://www.jmhs.ir/article_234709.html The aim of the present study was to determine the effectiveness of narrative therapy on self-compassion and risky behavior in male students with non-suicidal self-injury, in which a quasi-experimental method with a pre-test-post-test design with a control group was used. The statistical population in this study consisted of all male adolescents with non-suicidal self-injury in Osku County who were studying in high school in the academic year 1403-144. Through purposive sampling, 30 male students who had been identified as self-injury by the school counselor and were selected using a structured clinical interview (DSM-5) were selected. To determine the effectiveness, the White and Epston (1990) treatment protocol was used, which was implemented in a group for 8 90-minute sessions. Both groups were assessed with the Neff Self-Compassion Questionnaire (2003) and the Iranian Adolescent Risk Behaviors Questionnaire (2009) by Zadeh Mohammadi and Ahmadabadi (2009) as a pre-test and after the completion of the treatment as a post-test. Finally, after collecting the data, descriptive statistics methods of mean and standard deviation and inferential statistics of univariate analysis of covariance test were used. The significance level in all tests was considered 0.05. The findings showed that there was a significant difference between the control and experimental groups in both variables of self-compassion (p https://www.jmhs.ir/article_234990.html The present study aimed to investigate the effectiveness of flipped learning approach on self-directed learning and intrinsic motivation of second grade of elementary school students. This study was applied in terms of purpose and semi-experimental in terms of methodology with a pre-test and post-test design with a control group. The statistical population included 12,688 second-year elementary school students in District 15 of Tehran in the academic year 1403-1404. 86 people were randomly assigned to two experimental and control groups. The experimental group received flipped learning training for 10 weeks, while the control group received traditional training. 20 students were randomly selected from each group. The study included the Williamson (2007) standard questionnaire on self-directed learning and Lepper's (2005) achievement motivation. The results showed that after controlling for the pre-test effect, there was a significant difference between the experimental and control groups in terms of the variables of self-directed learning (F=4.952, p=0.047) and intrinsic motivation (F=5.844, p=0.021). In other words, education with the flipped learning approach significantly led to an 18% improvement in self-directed learning ability and a 32% increase in intrinsic motivation in the experimental group. According to the research findings, the use of this educational approach can be considered as an effective strategy in improving the quality of education and developing learners in the elementary school. https://www.jmhs.ir/article_235160.html Man is a social being; whether “civilized by nature” or “civilized by necessity,” man remains incomplete without society and cannot build civilization. Today’s Iranian society, like most developing societies, faces emerging and mutated issues, such as declining social solidarity, family breakdown, deep generational divide, digital addiction, pathological individualism, public distrust, increasing divorce, and dozens of other harms that have their roots in rapid global developments, economic pressures, and the unbridled influence of technology. These issues are no longer “marginal problems”; they are serious threats that, if left untreated, will infect and collapse the body of society.In the meantime, universities and schools, as the beating heart of a country, cannot remain isolated, document-oriented islands. Their mission is no longer simply to transfer technical knowledge and produce ISI articles; They must become a problem-oriented and life-building institution that operates on three complementary fronts: (1) teaching life skills as the core of the curriculum, (2) purposeful research on real issues in society and providing local and practical solutions, and (3) educating the “art of living” with a focus on tolerance, resilience, peaceful coexistence, and civic ethics.The most important practical suggestion of the article is the implementation of the transformative plan “Every Home, a Mentor”: every student and pupil, on a mandatory and accredited basis, should be sent to families, neighborhoods, and villages as a mentor for a specific period of time and teach them the skills of living in the new millennium not only through words but also through their behavior. This plan will transform millions of young people and adolescents into real agents of change and create a broad wave of solidarity, resilience, and hope in society. https://www.jmhs.ir/article_235306.html The present study aimed to examine the effectiveness of assertiveness training on self-awareness and aggression among elementary school students in the city of Someh Sara.The research employed a quasi-experimental design with a pretest–posttest and a control group. The statistical population included all male students in the fifth and sixth grades enrolled in public schools in Someh Sara during the 2024–2025 academic year. The sample consisted of 28 students (14 in the experimental group and 14 in the control group), selected purposefully, and assessed using the Fenigstein, Scheier, and Buss (1975) Self-Awareness Questionnaire and the Shaheen (2006) Elementary School Aggression Inventory in both pretest and posttest phases. The experimental group received eight sessions of assertiveness training, while the control group remained on the waiting list. Data analysis was performed using descriptive statistics (mean, standard deviation, frequency, and percentage) and inferential statistics (ANCOVA) via SPSS version 26. Findings indicated that assertiveness training significantly improved self-awareness and reduced aggression among elementary students. It can be concluded that enhancing assertiveness skills can substantially increase self-awareness and decrease aggressive behaviors in elementary school students. https://www.jmhs.ir/article_235459.html The present study aims to examine the relationship between state motivation and students’ mental health, with a particular focus on school‑related factors. State motivation, defined as a situational and fluctuating form of motivation, is influenced by students’ perceptions of the learning environment, teachers’ interaction styles, classroom structure, and overall school climate. Prior research indicates that teachers’ immediacy behaviors, meaningful tasks, appropriate feedback, and opportunities for autonomy can enhance students’ momentary motivation and improve emotional and academic outcomes. Mental health—according to the World Health Organization—is a state of well‑being in which individuals can cope with normal life stressors, work productively, and contribute to their communities. Evidence shows that poor classroom interactions, lack of support, and weak school structures can undermine mental health, whereas interventions such as gratitude practices and supportive teacher behaviors can simultaneously enhance state motivation and psychological well‑being. Based on the reviewed literature, it is expected that effective classroom structure (task, evaluation, autonomy), supportive school leadership, and attention to students’ psychological needs create a significant relationship between state motivation and mental health. This abstract provides a conceptual basis for establishing hypotheses and developing the research model in future empirical studies. https://www.jmhs.ir/article_235959.html The present article is organized into six sections and introduces the reader to the DSM‑5 criteria for Attention‑Deficit/Hyperactivity Disorder (ADHD), the definition and diagnosis of hyperactive children, strategies for teachers’ and parents’ interaction with students, types of play and storytelling therapy, and the interaction among teachers, parents, and children.In this article, you will learn first about the difference between a playful student and a student with ADHD, and how the behavior of a hyperactive student can be managed through behavioral strategies rather than chemical medications. The main conclusion is that by applying appropriate behavioral approaches, it is possible to have an organized and well‑regulated student, while also avoiding the incorrect labeling of a playful child as hyperactive. It is hoped that this article will serve as a guiding light toward improving communication and relationships among teachers, parents, and students with ADHD. https://www.jmhs.ir/article_236822.html The present study aimed to investigate the effectiveness of group reality therapy on depression and self-esteem of high school students with depression. This study was designed as a quasi-experimental study with a pre-test and post-test design with a control group. The statistical population included all high school students in Ardabil city who had symptoms of depression. Of these, 34 people were selected using a multi-stage sampling method and randomly divided into two experimental and control groups, 17 people in each group. The experimental group underwent group reality therapy training in 12 60-minute sessions, while the control group did not receive any intervention. To measure depression and self-esteem, the Beck Depression Inventory, Second Edition (BDI-II) and the Rosenberg Self-Esteem Scale were used. Pre-test and post-test data were analyzed using multivariate analysis of covariance (MANCOVA). The findings showed that after the intervention, the mean depression scores in the experimental group decreased significantly and the mean self-esteem scores increased significantly, compared to the control group (p < 0.001). These results indicate that group reality therapy can be used as an effective psychological method to reduce depression and enhance self-esteem in high school students. Also, the findings show that group education and active participation of students in meetings play an important role in increasing self-awareness, problem-solving skills, and the ability to face psychological and social problems. Therefore, the use of group reality therapy in schools can be useful as a preventive and therapeutic strategy to improve the mental health of adolescents and help improve their quality of life and academic performance. https://www.jmhs.ir/article_236823.html Adaptability plays an important role in ensuring mental and physical health and allows an individual to adapt to new situations and conditions and provide appropriate responses. Given the importance of social, emotional, and educational adaptation in students' academic success and psychological development, the use of group counseling interventions, especially with the approach of transactional behavior analysis (TA), can be considered as an effective method for strengthening these skills. The aim of this study was to investigate the effect of group counseling with the approach of transactional behavior analysis on the components of social, emotional, and educational adaptation of female secondary school students. This study was designed as an experimental method with an experimental and control group. The statistical population included all female secondary school students in Ardabil city, and a sample of 30 students who had obtained the lowest adaptation scores were randomly selected and replaced in two experimental and control groups. The measurement tool was the Sinha and Singh Adaptability Questionnaire, which includes 60 questions in three areas of social, emotional, and educational adaptation. Data were analyzed using descriptive and inferential statistics including analysis of covariance and independent groups t-test. The findings showed that group counseling with the interaction analysis approach had a significant effect on increasing students' adjustment in all three social, emotional and educational components (F=4.56, P<0.05). These results indicate that the aforementioned method has the ability to improve students' adjustment skills and promote their social interactions and academic success. The conclusion of the study indicates that group counseling with the interaction analysis approach, as an effective and operational intervention in schools, can play a key role in strengthening students' adjustment, preventing social and emotional maladjustments and improving academic performance, and the use of this method in school-based psychology programs is recommended. https://www.jmhs.ir/article_236825.html The aim of this study is to investigate the relationship between the ethical leadership of school principals and organizational trust of teachers in the first year of secondary education in Ardabil city. Ethical leadership, as a style of leadership based on values ​​such as honesty, justice, responsibility, and respect for employees, plays an important role in the formation of organizational attitudes and beliefs. The present study is applied in terms of purpose and descriptive-correlation in terms of method. The statistical population of the study included male and female teachers working in the first year of secondary education in Ardabil city in the academic year 1404-1405, from which a sample was selected using the stratified random sampling method. The ethical leadership questionnaire and the organizational trust questionnaire were used to collect data, and their validity and reliability were confirmed. Descriptive statistics including mean and standard deviation and inferential statistics were used to analyze the data. The normality of the data was examined and confirmed with the Kolmogorov-Smirnov test. Structural equation modeling was used to test the research hypothesis. The results showed that there is a positive and significant relationship between the ethical leadership of school principals and the organizational trust of teachers, such that increasing the ethical behaviors of principals leads to an increase in the level of teachers' trust in the organization. Based on the research findings, it can be concluded that ethical leadership plays an effective role in strengthening the organizational trust of school principals. Principals who observe fairness in decision-making, behave honestly, and respect the professional dignity of teachers pave the way for creating sustainable trust in the school environment. Therefore, paying attention to the development of ethical leadership in schools can lead to improving organizational relations and promoting the organizational health of the educational system. https://www.jmhs.ir/article_236824.html The present study aimed to investigate the relationship between spiritual intelligence and mental models (schemas) among second-year high school students in Ardabil city in the academic year 1404-1405. The statistical population of this study included 2200 male and female students, of whom 375 were selected using a systematic and accessible sampling method. Of this sample, 180 were female and 195 were male. To measure spiritual intelligence, King's Spiritual Intelligence Questionnaire (2008) was used, and to assess mental models, Young's Maladaptive Schemas Questionnaire (1999) was used. The collected data were analyzed using appropriate statistical methods. The results of the study showed that there is a negative and significant relationship between spiritual intelligence and entitlement schema in both groups of girls and boys, meaning that students with higher levels of spiritual intelligence are less inclined to the entitlement schema. Also, spiritual intelligence did not show a significant relationship with other schemas, including self-awareness, personal meaning-making, transcendental awareness, existential thinking, emotional deprivation, abandonment, distrust, social isolation, imperfection and shame, failure, dependency-inadequacy, vulnerability, untransformed self, obedience, sacrifice, emotional inhibition, and rigid standards. These findings indicate that spiritual intelligence is specifically related to the entitlement schema and does not have a significant effect on other maladaptive mental patterns. The results of this study can be useful in designing educational programs and psychological interventions aimed at promoting mental health and strengthening spiritual intelligence in adolescents. https://www.jmhs.ir/article_236826.html The present study aimed to investigate and analyze the relationship between emotional intelligence and students' problem-solving ability, with a special focus on the role of emotion management. The statistical population of this study included male high school students in Ardabil province in the academic year 1404-1405. Given the size of the population, cluster sampling was used and Ardabil city was selected as the sample. Finally, 187 students participated in the study as the sample group. The data collection tools included the Schott Emotional Intelligence Questionnaire, the Heppner and Peterson Problem-Solving Questionnaire, and the Gross and John Emotion Regulation Questionnaire, whose validity and reliability were confirmed before implementation. For data analysis, descriptive statistics including mean and standard deviation were first used to clarify the general status of the variables. Then, using inferential statistics and Pearson correlation tests and multiple regression analysis in SmartPLS software, the relationships between emotional intelligence, problem-solving ability, and emotion management were examined. The results showed that there is a positive and significant relationship between emotional intelligence and emotion management, and problem-solving ability also showed a positive and significant relationship with emotion management. In addition, multiple regression analysis showed that emotional intelligence and problem-solving are simultaneously able to predict students' emotion management. Based on the findings of this study, it can be concluded that training and strengthening emotional intelligence skills and problem-solving ability not only helps improve students' emotion management, but can also play an effective role in promoting their psychological, social, and academic abilities. https://www.jmhs.ir/article_236827.html The aim of this study was to investigate the relationship between difficulty in regulating emotions and body image dissatisfaction, rumination, and eating behaviors in second-year high school students in Ardabil city. The present study was descriptive-correlational and designed within the framework of applied studies. The statistical population included all male and female second-year high school students in Ardabil city in the academic year 1404-1405, and 200 people were selected as samples using stratified random sampling. Data collection tools included the Gratz and Romer Difficulty in Regulating Emotions Questionnaire (2004), the Littleton Body Image Dissatisfaction Questionnaire (2005), the Trapnell-Campbell Rumination Questionnaire (1999), and the Dutch Eating Behaviors Questionnaire (1986), the reliability and validity of which had been previously confirmed in domestic and international studies. The data were analyzed using descriptive and inferential statistics, including Pearson correlation and multivariate regression. The results showed that there was a positive and significant relationship between difficulty in emotion regulation and a combination of body image dissatisfaction, rumination, and eating behaviors (r = 0.572, p < 0.001), and these variables were able to predict a significant portion of the variance in difficulty in emotion regulation. Regression analysis showed that rumination had the greatest impact (β = 0.564), followed by eating behaviors and body image dissatisfaction. These findings indicate that negative attitudes toward the body and negative cognitive processes such as rumination can contribute to difficulty in emotion regulation in students. Based on the results, it is recommended that emotion regulation skills training programs and cognitive-behavioral interventions be implemented in schools to reduce rumination and improve students' emotion management. https://www.jmhs.ir/article_236828.html The present study aimed to analyze the relationship between behavioral characteristics of hyperactivity and aggression with test anxiety and the level of academic engagement in second-year elementary school students. This study is applied in terms of purpose and is classified as a descriptive correlational study in terms of method. The statistical population of the study consisted of all sixth-grade female students in District 1 of Ardabil city in the academic year 1404-1405, from which a sample of 183 people was selected using a random cluster sampling method and based on statistical criteria. Standard instruments for measuring hyperactivity, aggression, test anxiety, and academic engagement were used to collect data. The resulting data were analyzed using descriptive and inferential statistical methods, including normality test, Pearson correlation coefficient, and multiple regression analysis. The results of the analyses indicated that aggression has a direct and significant relationship with test anxiety and, on the contrary, is associated with a decrease in the level of academic engagement. The findings also showed that hyperactivity can significantly predict increased test anxiety and decreased academic participation and engagement of students. Multivariate indices also indicated the intensity and significance of the effect of these behavioral variables on emotional and academic outcomes. Based on the results obtained, it can be concluded that hyperactivity and aggression are important factors that affect the emotional state and academic engagement of second-year elementary school students, and paying attention to these factors can play an effective role in educational planning and psychological interventions in schools. https://www.jmhs.ir/article_236829.html The aim of this study is to analyze the relationship between the use of digital content and academic achievement of female students in the second year of secondary school in Ardabil. This study is an applied and descriptive correlational study and its statistical population includes 1631 students. Sampling was carried out using a multi-stage cluster method and 183 people were selected as a sample. Data were collected through researcher-made questionnaires to measure the amount and quality of digital content use and also the Dartaj Standard Educational Achievement Questionnaire (2004). Data analysis was performed using Pearson correlation and analysis of variance in SPSS software. The findings showed that there is a positive and significant relationship between both dimensions of the amount and quality of digital content use and overall academic achievement, although the intensity of this relationship is weak. Examining different dimensions of academic achievement showed that the amount of digital content use has a positive and strong relationship with the dimensions of "planning" and "lack of outcome control". Also, the quality of use shows a significant relationship with the dimensions of "planning", "emotional effects" and "lack of outcome control". The results also indicate that students who are at a high level in both the amount and quality of use dimensions experience greater academic achievement. In general, the conclusion of this study shows that the relationship between digital content and academic achievement is complex and multidimensional, and to achieve real effects, in addition to increasing the amount of use, it is also necessary to pay attention to the quality and correct strategies for using this content. https://www.jmhs.ir/article_236830.html The aim of this study was to evaluate the effectiveness of mindfulness-based cognitive-behavioral therapy in increasing students' resilience. This study was conducted experimentally using a pre-test and post-test design with a control group. The statistical population included 12th grade students in Ardabil city in the academic year 1404-1405. In this study, 30 students with high anxiety levels were purposefully selected and randomly divided into two experimental and control groups. The experimental group underwent mindfulness-based cognitive-behavioral therapy training for 8 90-minute sessions. These sessions included practical and theoretical exercises that helped students learn the necessary skills to manage stress and increase resilience. The main research instrument was the Connor and Davidson Resilience Questionnaire, which was used to measure the students' resilience. The results of the analysis of covariance showed that the mindfulness-based cognitive-behavioral therapy intervention significantly increased resilience in the experimental group compared to the control group (p<0.001). These findings clearly indicate that mindfulness-based cognitive-behavioral therapy can be used as an effective intervention in promoting students' resilience. The results of this study can help teachers, counselors, and psychologists to utilize this treatment method to improve students' mental health and increase their resilience. Also, this study can be used as a model for future research on the impact of treatment methods on students and young people in similar situations. Overall, the results of this study emphasize that the use of mindfulness-based cognitive-behavioral therapy can be considered an effective strategy in reducing anxiety and increasing resilience in students. https://www.jmhs.ir/article_236831.html The present study was conducted with the aim of designing an emotional intelligence training program and investigating its effectiveness on the social adjustment of aggressive first-year high school students. Aggression is one of the common behavioral problems in the first year of high school that can have numerous negative consequences on interpersonal relationships, social interactions, social adjustment, and academic performance of students. The research method was experimental and of the pre-test-post-test design with a control group. The statistical population of the study included aggressive first-year high school students, of whom 30 were selected using a stratified random sampling method and randomly assigned to two experimental groups (14 people) and a control group (16 people). In order to measure the social adjustment of the students, the California Personality Inventory (CPI), social adjustment subscale, was used. In addition, the designed emotional intelligence training program was implemented in the form of 7 training sessions for the experimental group, while the control group did not receive any educational intervention during this period. After the intervention, the data were analyzed using descriptive statistics and analysis of covariance (ANCOVA). The results of the analysis of covariance showed that by controlling for the effect of pre-test scores, there was a significant difference between the experimental and control groups in terms of social adjustment in the post-test phase; so that emotional intelligence training led to a significant increase in the social adjustment of aggressive students in the experimental group. The research findings show that emotional intelligence training can be considered by counselors and educational planners as an effective educational intervention in promoting social adjustment and reducing aggressive behaviors in first-year high school students. https://www.jmhs.ir/article_236832.html In today's complex and challenging world, students' academic success is not limited to cognitive abilities alone, and emotional factors and individual skills play a decisive role in creating motivation and academic progress. The present study aimed to investigate the role of emotion management and problem-solving skills in predicting the level of achievement motivation of second-year high school students in Ardabil city in the academic year 1404-1405. This study is of correlational type and is considered to be applied in terms of purpose. The statistical population included all second-year high school students in Ardabil city, of which a sample of 176 was selected using multi-stage cluster sampling. The emotion management questionnaire, problem-solving skills questionnaire, and academic achievement motivation questionnaire were used to collect data. The data were analyzed using SmartPLS software and descriptive statistics (mean and standard deviation) and inferential tests (Pearson correlation and multiple regression). The results showed that there is a positive and significant relationship between emotion management and achievement motivation, and problem-solving skills are also directly related to achievement motivation. Regression analysis showed that emotion management and problem-solving variables can significantly predict students' academic achievement motivation. Accordingly, strengthening emotional abilities and problem-solving skills can be considered as an effective strategy to increase achievement motivation and improve students' academic performance. https://www.jmhs.ir/article_236835.html The aim of the present study was to determine the effectiveness of cognitive rehabilitation on working memory and processing speed. The present study was a quasi-experimental study with a pre-test-post-test design with a control group. Among children aged 7-12 years diagnosed with attention deficit/hyperactivity disorder based on DSM-5 criteria, 30 children were selected from Tabriz psychiatric centers in 2018 and randomly divided into two experimental and control groups. Demographic information questionnaire and Wechsler IV working memory and processing speed tests (subtests of numerical capacity, number-letter sequence, symbol recognition, and coding) were the instruments of this study, and based on the results of the pre-test, the experimental group participated in 11 94-minute cognitive rehabilitation sessions. Also, after the intervention, the children were re-evaluated. The data were analyzed using SPSS18 software using descriptive analysis and MANUFACTURING tests. The results of the analysis of covariance showed that the working memory score (number capacity) and processing speed (symbolization and encoding) of the experimental group in the post-test were significantly different from the control group (p<0.001), but no significant difference was observed between the two groups in the number-letter sequence test. Based on the findings of this study, it can be said that cognitive rehabilitation has an effect on processing speed and some of the working memory symptoms of children with attention deficit/hyperactivity disorder. https://www.jmhs.ir/article_236841.html This study aimed to investigate the relationship between teachers' emotional intelligence and classroom management in the first grade of elementary school. The research method was applied in terms of purpose and descriptive-correlation in terms of data collection method. The statistical population of the study included all teachers working in the first grade of elementary schools who were working in the academic year 1404-1405. Based on the stratified random sampling method and using the Cochran formula, a sample of 193 people was selected. The data collection tool included the emotional intelligence questionnaire of Schott et al. (1998) and the classroom management questionnaire of Amir Yazdi and Ali (2008). The collected data were analyzed using SPSS version 27 software. In the descriptive statistics section, the mean, standard deviation, and frequency indices were used, and in the inferential statistics section, the Kolmogorov-Smirnov test was used to examine the normality of the data distribution and the Pearson correlation coefficient and multivariate regression analysis were used to test the research hypotheses. The findings of the study showed that there is a positive and significant relationship between teachers' emotional intelligence and classroom management. The results of the regression analysis also indicated that the components of emotional intelligence are able to explain a significant part of the variance of classroom management, and among them, emotional intelligence has a stronger predictive role than other components. Based on the results obtained, it can be concluded that teachers who have a higher level of emotional intelligence are more successful in managing classroom behaviors, creating order, establishing positive interactions, and providing a favorable learning environment. https://www.jmhs.ir/article_236842.html This study aimed to investigate the relationship between teachers' emotional intelligence and the mental health of first-year elementary school students in Ardabil city in the academic year 1404-1405. The research method was applied in terms of purpose and descriptive-correlation in terms of data collection method. The statistical population of the study included all teachers working in the first-year elementary school in Ardabil city, which was reported to be 389 people according to education statistics. Using the stratified random sampling method and based on the Cochran formula, 193 people were selected as the research sample. The data collection tools included the emotional intelligence questionnaire of Schott et al. (1998) and the general mental health questionnaire (GHQ-28). The collected data were analyzed using SPSS software version 27. In the descriptive statistics section, the mean, standard deviation, and frequency indices were used, and in the inferential statistics section, the Kolmogorov-Smirnov test was used to examine the normality of the data distribution, and the Pearson correlation coefficient and multivariate regression analysis were used to test the research hypotheses. The results of the study showed that there is a positive and significant relationship between teachers' emotional intelligence and students' mental health. The results of the regression analysis also showed that teachers' emotional intelligence can explain a significant part of the variance in students' mental health. These findings indicate that teachers who have a higher level of emotional intelligence can play an effective role in reducing anxiety, stress, and psychological problems of students by creating positive emotional interactions, better understanding students' emotional needs, and appropriate management of emotions. https://www.jmhs.ir/article_236843.html This study aimed to investigate the relationship between ethical leadership and empowerment of teachers in secondary schools in Ardabil city. The present study is applied in terms of its purpose and descriptive-correlational in terms of its data collection method. The statistical population of the study included 547 male and female teachers working in secondary schools in Ardabil city in the academic year 1404-1405, of which 226 people were selected as samples using stratified random sampling. The data collection tools included the Karlshun Ethical Leadership Questionnaire (2011) and the Spreitzer and Mishra Employee Empowerment Questionnaire (1992). The data were analyzed using SPSS software and PLS structural equation modeling. The findings showed that there is a positive and significant relationship between ethical leadership and teacher empowerment, and teachers under the ethical leadership of principals experienced a sense of self-efficacy, professional independence, and higher participation in educational decision-making. Also, the mediation analysis of organizational trust showed that this variable plays a partial mediating role between ethical leadership and teacher empowerment, such that both the direct path and the indirect path through organizational trust were significant. The total path coefficient between ethical leadership and teacher empowerment, considering the mediator organizational trust, was 0.877, indicating a significant effect of ethical leadership on teacher empowerment, both directly and through increasing organizational trust. These results indicate that promoting ethical behaviors of school leaders can increase teachers' organizational trust and lead to their empowerment, improved teaching quality, and improved school performance. https://www.jmhs.ir/article_235902.html Migraine is a common headache disorder in students, which has significant effects on the physical, mental, and academic health of this group of people, especially during adolescence. The prevalence of migraine in this population group is approximately 7.7% and can cause problems such as reduced sleep quality, sensitivity to light and sound, cognitive impairment, and reduced ability to concentrate. Migraine symptoms, along with school environmental pressures, can cause many problems for affected students and cause absenteeism, academic failure, and social problems. This study examines the various challenges that students with migraine face in schools and suggests solutions to support these students in the school environment. These solutions include creating environmental facilities, changes in the school schedule, adjusting school hours, and utilizing psychological and social support. Also, raising awareness among teachers and classmates and counseling for stress management can have a positive impact on the quality of life and academic success of these students. https://www.jmhs.ir/article_234964.html The present study aimed to investigate the relationship between perceived organizational support and job engagement among elementary school teachers in the city of Isfahan. Considering the influential role of organizational support in enhancing teachers’ motivation, psychological energy, and quality of performance, this research adopted an applied purpose and a descriptive–correlational method. The statistical population consisted of all elementary school teachers in Isfahan, and the sample was selected using an appropriate sampling method. Data were collected through the Perceived Organizational Support Questionnaire by Eisenberger et al. (1986) and the Job Engagement Questionnaire by Schaufeli and Salanova (2001). The reliability of the instruments was confirmed through Cronbach’s alpha and composite reliability. Data analysis was performed using structural equation modeling. The findings revealed that perceived organizational support has a positive and significant effect on job engagement. Increased organizational support was associated with higher levels of enthusiasm, vitality, and dedication among teachers. These results highlight that paying attention to teachers’ well‑being and creating supportive conditions can enhance their intrinsic motivation and engagement. Accordingly, it is recommended that school administrators adopt supportive policies and job enrichment programs to improve teaching quality.