Enhancing Self-Acceptance and Well-Being through Educational Practices

Self-acceptance is increasingly recognized as crucial for both emotional well-being and effective teaching. It involves individuals eschewing self-judgment, embracing their imperfections, and rejecting external negative perceptions about themselves. Within educational settings, teachers play a pivotal role in modeling these behaviors, which are essential for fostering a supportive learning environment. Currently, a significant body of research suggests that teacher self-acceptance has a positive impact on students' emotional well-being; however, gaps remain in fully integrating these insights into daily school practices.

This Research Topic aims to provide a platform for new research on various interventions and training approaches that could enhance the self-acceptance and overall well-being of teachers and students. Although existing research has examined strategies such as cognitive-behavioral techniques, mindfulness, and positive psychology, significant opportunities remain for innovative inquiry. Emerging perspectives on teachers’ and students’ self-acceptance hold the potential to generate transformative insights, thereby reshaping practices and the broader classroom environment. The objective is to enrich our understanding and application of these methods, ensuring they are more accessible and effectively implemented in school settings.

The scope of this research topic is primarily concerned with refining and expanding our understanding of self-acceptance within the educational sphere. To gather further insights in this area, we welcome articles addressing, but not limited to, the following themes:

• Cognitive-behavioral strategies for enhancing self-acceptance;
• Mindfulness and meditation practices in education;
• Innovations in psycho-educational interventions;
• The role of positive psychology in self-acceptance curricula;
• Case studies on successful self-acceptance programs in schools;
• Comparative studies on the efficacy of different self-acceptance interventions.
• Significant correlations with self-acceptance in education.
• Development and validation of self-acceptance scales in educational contexts.

By exploring these themes, this research topic will contribute significantly to the fields of education, pedagogy and psychology.

Article types and fees

This Research Topic accepts the following article types, unless otherwise specified in the Research Topic description:

• Brief Research Report
• Case Report
• Clinical Trial
• Community Case Study
• Conceptual Analysis
• Curriculum, Instruction, and Pedagogy
• Data Report
• Editorial
• FAIR² Data
• ... View all formats

Articles that are accepted for publication by our external editors following rigorous peer review incur a publishing fee charged to Authors, institutions, or funders.

Article types

This Research Topic accepts the following article types, unless otherwise specified in the Research Topic description:

• Brief Research Report
• Case Report
• Clinical Trial
• Community Case Study
• Conceptual Analysis
• Curriculum, Instruction, and Pedagogy
• Data Report
• Editorial
• FAIR² Data
• FAIR² DATA Direct Submission
• General Commentary
• Hypothesis and Theory
• Methods
• Mini Review
• Opinion
• Original Research
• Perspective
• Policy and Practice Reviews
• Policy Brief
• Registered Report
• Review
• Study Protocol
• Systematic Review
• Technology and Code

Keywords: Self-acceptance, Academic Growth, Teachers, Students, Strategies

Important note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.