Abstract
The increasing exposure of children and adolescents to global crises and digitally mediated distressing news represents a growing challenge to mental health. Psychological research indicates rising levels of anxiety, emotional overload, helplessness, and withdrawal, while educational and preventive responses often remain predominantly cognitive. This article argues that emotional learning, conceptualized as a dimension of interdisciplinary framed Lebenskunstbildung (education for the art of living), constitutes a crucial resource for mental health promotion. Integrating psychological concepts such as emotional competence, resilience, salutogenesis, and compassion with theological perspectives on hope, being recognized and mercy, the article develops a dialogical framework addressing emotional regulation, self-worth, and meaning-making in times of crisis. Emotional learning is shown to foster resilience not through emotional suppression or optimism, but through reflective engagement with emotions, perspective change, and relational connectedness. The article concludes that interdisciplinary approaches linking psychology with theology can enrich preventive mental health strategies, particularly for young people facing pervasive uncertainty and emotional stress.
Keywords
Emotional learning, Resilience, Compassion, Mental health, Crisis, Interdisciplinarity