Background Quality of life (QoL) is multi-dimensional concept of an individual’ general well-being status in relation to their value, environment, cultural and social context in which they live. This study aimed to quantitatively synthesise available evidence on the association between QoL and mortality in the general population. Methods An electronic search was conducted using three bibliographic databases, MEDLINE, EMBASE and PsycINFO. Inclusion criteria were studies that assessed QoL using standardized tools and examined mortality risk in a non-patient population. Qualitative data synthesis and meta-analyses using a random-effects model were performed. Results Of 4184 articles identified, 47 were eligible for inclusion, involving approximately 1,200,000 participants. Studies were highly heterogeneous in terms of QoL measures, population characteristics and data analysis. In total, 43 studies (91.5%) reported that better QoL was associated with lower mortality risk. The results of four meta-analyses indicated that higher health-related QoL (HRQoL) is associated with lower mortality risk, which was consistent for overall HRQoL (HR 0.633, 95% CI: 0.514 to 0.780), physical function (HR 0.987, 95% CI: 0.982 to 0.992), physical component score (OR 0.950, 95% CI: 0.935 to 0.965), and mental component score (OR 0.980, 95% CI: 0.969 to 0.992). Conclusion These findings provide evidence that better QoL/HRQoL was associated with lower mortality risk. The utility of these measures in predicting mortality risk indicates that they should be considered further as potential screening tools in general clinical practice, beyond the traditional objective measures such as body mass index and the results of laboratory tests.

School belonging is associated with a range of positive educational and developmental outcomes, including psychosocial health and wellbeing, prosocial behaviour and academic achievement, and transition into adulthood. However, an increasing number of students worldwide report not feeling a sense of belonging to their school. There is growing research evidence that strong student–teacher relationships can promote school belonging, however creating these relationships within highly complex educational systems can be challenging. Further, only a few interventions focusing specifically on belonging that are available in schools have been found to be effective. This chapter highlights the importance of teacher support for a student’s sense of school belonging, discusses challenges associated with student–teacher relationships, and points to strategies for building strong relationships. We highlight the role that school leaders play in fostering strong relationships, and consider extensions within higher education, and future directions. Considering the importance of student–teacher relationships towards a student’s sense of school belonging, and the empirical base that points to both short- and long-term outcomes, implications for widespread benefits are possible for schools that prioritize and value positive relationships between staff and students.

Scholars and social commentators have noted the escalating rates of loneliness among global societies for more than a decade. The need to quarantine, self-isolate, and physically distance during the COVID-19 pandemic negatively affected the way we interacted with each otherexacerbating feelings of loneliness. A sense of belonging and loneliness are sometimes used interchangeably and the research on their shared and distinct aspects is limited. One shared demographic vulnerability in the belonging and loneliness research is the focus on adolescents and young adults. This paper brings together research on the association between the two constructs as a way to explore the utility of belonging-focused perspectives and approaches for addressing loneliness at multiple socio-ecological levels. A proposed conceptual Dual Continuum Model of Belonging and Loneliness presents a multifaceted categorisation of the conjoint loneliness and belonging relationship. This paper highlights the role of belonging in addressing loneliness, which has critical implications for ongoing research and intervention. KEY POINTS What is already known about this topic:(1) Loneliness is considered to arise from a universal human need to belong.(2) Loneliness and belonging are important constructs for social wellbeing.(3) A sense of belonging and loneliness are terms that are often used interchangeably. What this topic adds:(1) The loneliness and belonging research have similarities but are also distinct.(2) Loneliness and belonging could be conceptualised within a dual continuum model.(3) The proposed dual model demonstrates that there is much more to understand about these constructs-theoretically, conceptually and empirically.

Despite the breadth and depth of educational neuroscience research and teachers’ interest in neuroscience, teachers often have limited access to reputable sources. As a result, neuromyths–misapplied or over-simplified claims related to brain science–have proliferated. School Psychologists have training in education, applied neuroscience, and evidence-based practices. As such, school psychologists are poised to mitigate the negative impact of teacher neuromyth endorsement. This study examined the endorsement rate of neuromyths by teachers to identify knowledge gaps to inform future training in this area. In-service and preservice teachers from grades K-12 completed an online survey of common neuromyths. Many neuromyths are pernicious and continue to be endorsed by teachers, most commonly related to learning styles and multiple intelligences. These results support the need for increased training in neuroscience for teachers and suggest a desire for factual and useful information about educational neuroscience, which school psychologists can provide in educational contexts.

Background: Quality of life (QoL) is multi-dimensional concept of an individual’ general well-being status in relation to their value, environment, cultural and social context in which they live. This study aimed to quantitatively synthesise available evidence on the association between QoL and mortality in the general population.Methods: An electronic search was conducted using three bibliographic databases, MEDLINE, EMBASE and PsycINFO. Inclusion criteria were studies that assessed QoL using standardized tools and examined mortality risk in a non-patient population. Qualitative data synthesis and meta-analyses using a random-effects model were performed.Results: Of 4,184 articles identified, 47 were eligible for inclusion, involving approximately 1,200,000 participants. Studies were highly heterogeneous in terms of QoL measures, population characteristics and data analysis. In total, 43 studies (91.5%) reported that better QoL was associated with lower mortality risk. The results of four meta-analyses indicated that higher health-related QoL (HRQoL) is associated with lower mortality risk, which was consistent for overall HRQoL (HR 0.633, 95% CI: 0.514 to 0.780), physical function (HR 0.987, 95% CI: 0.982 to 0.992), physical component score (OR 0.950, 95% CI: 0.935 to 0.965), and mental component score (OR 0.980, 95% CI: 0.969 to 0.992). Conclusion: These findings provide evidence that better QoL/HRQoL was associated with lower mortality risk. The utility of these measures in predicting mortality risk indicates that they should be considered further as potential screening tools in general clinical practice, beyond the traditional objective measures such as body mass index and the results of laboratory tests.