Does preservice teachers' contact with children with intellectual disabilities during their practicum impact their attitudes and teaching practices? "If you don't have the heart, you can't cope … ".

Background: This study sought to explore the effects of preservice teachers' contact with children with intellectual disabilities on their attitudes. The study was conducted against the backdrop of the exclusion and discrimination experienced by children with intellectual disabilities in Ghanaian schools.

Method: Twenty-two preservice teachers who interned at a special school for children with intellectual disabilities were interviewed before and after their practicums, and the gathered data underwent thematic analysis.

Exploring the synergy between emotional intelligence and self-esteem among university students in Ghana.

Background: The need for educational institutions to create a conducive learning environment for participation of all students in school activities is one of the pillars advocated under Goal 4 of the United Nations Sustainable Development Goals. While there are structures institutionalized to promote students' well-being, universities are faced with a myriad of challenges which can negatively impact mental health and disrupt the overall learning experiences of students. This study explored the relationship between Emotional Intelligence and Self-Esteem which have been found to influence the mental health of students.