This book brings together interdisciplinary perspectives on the developmental, relational, and contextual processes shaping children’s and adolescents’ mental health and well-being. The volume situates social-emotional development within complex ecological systems, emphasizing the interplay between individual characteristics, family dynamics, school environments, and broader socio-cultural conditions. 

Structured across three parts, the book first advances integrative theoretical frameworks, including attachment theory, interpersonal acceptance–rejection theory, relational developmental systems, self-determination theory, and psychodynamic and resilience-based approaches. It then examines family processes and parenting practices—including neurocognitive, motivational, and digital-era influences—highlighting their role in shaping emotional regulation, social functioning, and developmental trajectories. Finally, it presents evidence-informed interventions in educational and community contexts, addressing social and emotional learning (SEL), inclusive education, trauma-informed practice, mindfulness, arts-based approaches, and teacher well-being.

Combining research syntheses, conceptual analyses, and practice-oriented case material, the contributions emphasize non-pathologizing, strength-based approaches to resilience and psychosocial adjustment. The volume foregrounds equity, inclusion, and relational safety, particularly for children facing adversity, marginalization, or special educational needs. 

Social-Emotional Development and Well-Being in Childhood and Adolescence: Innovative Interventions Across Individual, Family, and School Contexts will be of interest to researchers and advanced students in developmental, educational, and clinical psychology, as well as practitioners in school psychology, counseling, social work, and teacher education seeking theoretically grounded and context-sensitive approaches to promoting well-being across developmental settings.

Elias Kourkoutas is Full Professor of Child and Adolescent Disorders and Special Educational Needs at the University of Crete, where he leads the Laboratory of Psychology and postgraduate programs in special education. He has published extensively on developmental psychopathology, resilience, and school-based interventions, and serves as President of the International Society for Interpersonal Acceptance–Rejection. His work integrates clinical, psychoeducational, and systemic-psychodynamic perspectives.

David Manier is Professor of Psychology at the City University of New York (Lehman College) and a clinical psychologist trained at the University of Chicago, Harvard, and the New School. His research addresses mindfulness, memory, trauma, and sociocultural influences on well-being. He has long combined academic teaching with applied work on contemplative and resilience-oriented interventions. 

Parminder Parmar is a scholar in human development at Penn State Scranton with over four decades of teaching and research experience. Her work focuses on early childhood development, parenting, play, and interpersonal acceptance–rejection across the lifespan. An award-winning educator and mentor, she has contributed widely to research on relational processes and socio-emotional development.