This article presents the results of a student survey conducted in 2004 at Tallinn University within the framework of the project "School as a developmental environment and students' coping." The questionnaire was completed by 3,838 7th, 9th and 12th grade students from 65 Estonian schools. The project arose from the need to prevent students from school drop-out and repeating grades. The main hypothesis was that by modifying a school's social climate, one can either help or disable the development of students' constructive coping strategies and thus support, or not, students' academic success. Our most important conclusion is that the school climate parameters, especially the school value system and teachers' attitudes toward students as perceived by the latter, influence students' optimistic acceptance of life, their psychological and physiological well-being, and academic success.

This study marks the end of the UN Decade of Education for Sustainable Development that coincides with the 10th anniversary of the Baltic and Black Sea Circle Consortium on Educational Research (BBCC), and aims to analyse the research output performance of BBCC members and other scholars published in the Journal of Teacher Education for Sustainability (JTEFS) during this last decade. Using the methodology of bibliometric study and literature review, the authors describe the main bibliographic indicators of JTEFS and provide a qualitative and quantitative analysis of the research paradigms and their developmental changes in the papers published by JTEFS (2005ñ2014). The results of the study show that in general the journal has evolved in line with the advanced trends in educational research, research in teacher education, research in sustainability education and sustainability studies in higher education. The analysis of published papers indicates both the progress and issues of research in teacher education for sustainability. The authors conclude with some visionary insights into the further development of JTEFS and this research field in general.To achieve its goals, research in any discipline needs to be disseminated both locally and globally, and for novel fields of study, the establishment of academic periodicals designates a certain maturity and illustrates striving towards academic quality and recognition. This extensive paper is the first attempt to focus on research in the field of teacher education (TE) for sustainability through the publications of the Journal of Teacher Education for Sustainability from 2005 to 2014. This period coincides with the UN Decade of Education for Sustainable Development (DESD); therefore, framing the research development in TE in line with local and global needs and contexts.

Research was carried out in Estonia to invsestigate the depressive symptoms and emotional states of 151 mothers and 57 fathers of disabled children, and 101 mothers and 55 fathers of nondisabled children. Results show that parents, especially mothers of disabled children, have significantly more negative emotional states and also significantly more depressive symptoms. Significant differences in depression symptoms between the disabled and control parent group were found in most symptoms. Parents in the control group were significantly more happy, glad, satisfied, proud, grateful, happy for their child, pleased. and hopeful.

This study examined the pattern of use of different forms of contact between grandparents and grandchildren, and especially the use of new technologies (SMS, e-mail) and factors affecting this. Questionnaire data are reported from 408 grandparents in the UK, Spain, Finland and Estonia, regarding contacts with grandchildren mostly in the 10-15-year age range. Face-to-face contact remained the most frequent mean, followed closely by landline telephone; there was moderate use of mobile phones, and many used letters/cards occasionally; and a minority used SMS and e-mails (about one-half to one-third of those with mobile phones, and networked computers, respectively). When contacting grandchildren, most grandparents accumulate different forms of contact, but others compensate some forms of contact. There were no differences by age of grandparent, but grandmothers made more use of e-mail than grandfathers, as did more highly educated grandparents and those with older grandchildren. Implications for use of Information and Communication Technology by older people are discussed.

This study investigated how N ¼ 5,126 adolescents (mean age of 15 years) from 18 countries perceive and cope with future-and schoolrelated stress. The adolescents completed the Problem Questionnaire (PQ), which assesses stress, and the Coping Across Situations Questionnaire (CASQ), which assesses three coping styles (reflection/support-seeking, emotional outlet, and withdrawal/denial). Across countries, adolescents reported considerably higher levels of future-related stress than school-related stress. The adolescents actively coped with stressors in both domains and seldom relied on emotional outlet or withdrawal/denial. A clustering of the countries according to socioeconomic criteria and geographical proximity demonstrated that adolescents from the continental group of countries showed low stress and high coping. Adolescents in the east/Asia group showed medium stress and low coping and those in the south group showed high stress and low coping. Developmental context was more strongly associated with stress perception and coping, style than age or gender, a finding relevant for prevention approaches aiming to endorse positive orientation to the future and improve coping competence.