TITLE:
Health Psychology in Educational Contexts: A PRISMA-Informed Review-Level Synthesis of Student Well-Being, Belonging, Resilience, and Digital Change
AUTHORS:
Pierre E. Wright
KEYWORDS:
Health Psychology, Education, Student Well-Being, School Belonging, Resilience, Psychological Safety, Artificial Intelligence, Digital Learning
JOURNAL NAME:
Psychology,
Vol.17 No.10,
October
28,
2026
ABSTRACT: Health psychology provides a useful framework for understanding how psychological, behavioral, relational, institutional, and technological conditions are associated with well-being in educational settings. This PRISMA-informed review-level synthesis examines five review publications addressing student well-being, school belonging, resilience, and digital change, including emerging scholarship on artificial intelligence and technology-mediated learning. Relevant reviews were identified through structured searches of major educational, psychological, and multidisciplinary scholarly databases and academic search platforms. Because complete archived search histories and screening records were unavailable, the exact search period and record counts could not be reconstructed. Candidate publications were screened for relevance and verified through full-text review. Psychological safety was treated as a cross-cutting interpretive construct because the included reviews addressed it primarily through related concepts such as trust, inclusion, participation, belonging, privacy, and supportive educational climates. Across the reviewed literature, student well-being was represented as a multidimensional phenomenon shaped by individual characteristics, social relationships, institutional practices, and technological environments. Belonging was associated with engagement, psychological adjustment, and educational persistence, whereas resilience was characterized as a dynamic process involving personal strengths and contextual supports. Digital learning and artificial intelligence offered potential benefits related to access, flexibility, and personalization while also raising concerns about equity, privacy, digital burden, reliability, and human oversight. The synthesis supports a systems-oriented perspective on health psychology in education. Findings should be interpreted as an integration of recurring review-level themes rather than as a comprehensive or fully reproducible systematic review.