Jakob Schnell, Dr.

Kategorie Personen

Advanced Lecturer

Telefon

+41 44 317 12 71

E-Mail

jakob.schnell [at] hfh.ch

Raum

228/229

Arbeitstage

Mo, Di, Do, Fr

Studiengänge

Schulische Heilpädagogik

Organisation

Institut für Lernen unter erschwerten BedingungenZum Institut

Tätigkeit an der HfH

Dozent im Modul «Inklusionssensible Lehr- und Lernsituationen»
Dozent im Modul «Zusatzleistungen: Unterrichtsqualität und Wirksamkeit»
Mitarbeit in Forschungs- und Dienstleistungsprojekten
Betreuung von Masterarbeiten
Experte Fachstelle «ICT for Inclusion»

Profil

Ab 2025: Advanced Lecturer am Institut für Lernen unter erschwerten Bedingungen, Interkantonale Hochschule für Heilpädagogik
2021–2025: Doktorand im Projekt «Student Well-being in Switzerland (WESIR)», Universität Bern
2019–2021: Wissenschaftlicher Mitarbeiter im Projekt «Parental Investment in Children’s Education (PICE)», Universität Bern
2018–2019: Wissenschaftlicher Mitarbeiter im Projekt «Transitionen in Ausbildung und Beruf bei Autistischen Jugendlichen und jungen Erwachsenen (TRABAJE)», PHBern
2018: Hilfsassistent im Projekt: «Chancen und Risiken integrativer Massnahmen (ChaRisMa)», PHBern

Ausbildung

2023–2025 CAS Hochschullehre, Universität Bern
2021–2025 PhD of Science in Education, Universität Bern
2016–2018: Master of Science in Education, Universität Bern
2012–2015: Bachelor of Science in Education, Universität Bern

Forschung zu

Wohlbefinden, Engagement, Schulabsentismus

Zeitschriftenartikel (peer-reviewed)

Krummenacher, I., Mori, J., Schnell, J., Saxer, K., & Hascher, T.

(2026).

Teacher well-being and coping strategies: a two-wave qualitative study with secondary school teachers in Switzerland.

Social Psychology of Education,

29

(1),

Artikel 119.

Teacher well-being and coping strategies: a two-wave qualitative study with secondary school teachers in Switzerlandhttps://doi.org/10.1007/s11218-026-10215-z
Mori, J., Melanie, N., Saxer, K., Schnell, J., & Hascher, T.

(2026).

Promoting student well‐being in schools: Intervention effects and the role of student–student relationships and intrinsic motivation.

British Journal of Educational Psychology,

1–24.

Promoting student well‐being in schools: Intervention effects and the role of student–student relationships and intrinsic motivationhttps://doi.org/10.1111/bjep.70100
Hascher, T., Held, T., Schnell, J., Banholzer, N., Zürcher, K., Fenner, L., Bittel, P., & Jent, P.

(2025).

Infection control measures in the classroom during and in the aftermath of the COVID-19 pandemic: A multidimensional analysis of secondary student well-being and emotions.

Journal of School Health,

95

(9),

686–698.

Infection control measures in the classroom during and in the aftermath of the COVID-19 pandemic: A multidimensional analysis of secondary student well-being and emotionshttps://doi.org/ 10.1111/josh.70039
Saxer, K., Schnell, J., Mori, J., & Hascher, T.

(2025).

The Relationship Between Student Well-Being and Teacher–Student and Student–Student Relationships: A Longitudinal Approach Among Secondary School Students in Switzerland.

Education Sciences,

15

(3),

Artikel 384.

The Relationship Between Student Well-Being and Teacher–Student and Student–Student Relationships: A Longitudinal Approach Among Secondary School Students in Switzerland.https://doi.org/10.3390/educsci15030384
Saxer, K., Tuominen, H., Schnell, J., Mori, J., & Niemivirta, M.

(2025).

Lower Secondary Students’ Well-Being Profiles: Stability, Transitions, and Connections with Teacher–Student, and Student–Student Relationships.

Child & Youth Care Forum.

Lower Secondary Students’ Well-Being Profiles: Stability, Transitions, and Connections with Teacher–Student, and Student–Student Relationships.https://doi.org/10.1007/s10566-025-09886-0
Schnell, J., Saxer, K., Mori, J., & Hascher, T.

(2025).

Feeling well and doing well. The mediating role of school engagement in the relationship between student well-being and academic achievement.

European Journal of Psychology of Education,

40

(48).

Feeling well and doing well. The mediating role of school engagement in the relationship between student well-being and academic achievement.https://doi.org/10.1007/s10212-025-00947-5
Schnell, J., Saxer, K., Mori, J., & Hascher, T.

(2025).

On the Longitudinal Relationship Between Swiss Secondary Students’ Well-Being, School Engagement, and Academic Achievement: A Three-Wave Random Intercept Cross-Lagged Panel Analysis.

Education Sciences,

15

(3),

Artikel 383.

On the Longitudinal Relationship Between Swiss Secondary Students’ Well-Being, School Engagement, and Academic Achievement: A Three-Wave Random Intercept Cross-Lagged Panel Analysis.https://doi.org/10.3390/educsci15030383

Bücher und Buchbeiträge

Hascher, T., Schnell, J., Mori, J., & Saxer, K.

(2025).

Wohlbefinden, Arbeitszufriedenheit und Enthusiasmus von Lehrpersonen. Zum Versuch einer Abgrenzung der Konstrukte.

In A. Bach, & G. Hagenauer (Hrsg.),

Motivation und Emotion von Lehrpersonen

(S. 239–256).

Waxmann.

Wohlbefinden, Arbeitszufriedenheit und Enthusiasmus von Lehrpersonen. Zum Versuch einer Abgrenzung der Konstrukte.Open-Access-Repositorium

Konferenzbeiträge

Schnell, J., Saxer, K., Mori, J., & Hascher, T.

(2025, Januar 27–29).

Reziproke Zusammenhänge zwischen schulischem Wohlbefinden, Engagement und Schulleistungen von Schweizer Sekundarschüler:innen

[Konferenzvortrag].

Conference of Society for Empirical Educational Research (GEBF),

Mannheim, Germany.
Saxer, K., Schnell, J., Mori, J., & Hascher, T.

(2024, November 8–9).

Wohlbefinden in der Schule

[Poster].

Schulpsychologiekongress,

Biel, Schweiz.
Schnell, J., Saxer, K., Mori, J., & Hascher, T.

(2024, September 28–30).

Longitudinal interactions of Swiss secondary school students’ well-being, engagement, and achievement

[Konferenzvortrag].

International Conference on Motivation (ICM),

Bern, Switzerland.
Saxer, K., Schnell, J., Mori, J., & Hascher, T.

(2024, August 28–30).

On the relationship between student well-being, teacher–student, and student–student relationships

[Konferenzvortrag].

International Conference on Motivation (ICM),

Bern, Switzerland.
Mori, J., Schnell, J., & Saxer, K.

(2024, Juni 26–28).

Promoting well-being among secondary school students: Intervention Project Well-Being in School (WESIR)

[Konferenzvortrag].

Schweizerische Gesellschaft für Bildungsforschung (SGBF),

Locarno, Switzerland.
Schnell, J., Saxer, K., Mori, J., & Hascher, T.

(2024, Juni 26).

Effects of a Positive Psychology Intervention on Student Well-being. A Person-centered Approach

[Konferenzvortrag].

Junior Researchers (JURE) of the European Association for Research on Learning and Instruction (EARLI),

Sevilla, Spanien.
Saxer, K., Schnell, J., Mori, J., & Hascher, T.

(2023, August 20–21).

The role of teacher–student and student–student relationships for well-being in secondary education

[Konferenzvortrag].

EARLI JURE Conference,

Thessaloniki, Greece.