Journal of Educational and Clinical Psychology

Objective: This article examines Teacher‑reported stress, classroom climate, and student engagement in blended learning environments in a sample of diverse students across multiple schools. Methods: Using a mixed‑methods design, we combined quantitative measures of academic performance and mental health with qualitative interviews. Results: Findings indicate moderate to large improvements in student engagement and reductions in internalising symptoms. Conclusions: Implications for educational policy and school‑based clinical practice are discussed.