Humanity is currently facing several global problems, such as global warming, air pollution, water pollution, deforestation, desertification, and land degradation, which are connected to the consequences of negative human activity. One of the possible and effective institutional tools for environmental protection is the environmental education of the general population. It is a relatively well-known and used environmental protection policy tool that governments of all developed countries have in their instrument mix. This qualitative analysis assigned itself the task of investigating whether the ability of environmental education can be affected by certain neuropsychological diseases in addition to thinking about the psychology of environmental education at large. To fulfill this main task, the authors asked themselves the following research questions: 1st—Is pedagogical psychology identical and applicable in the case of environmental education? And 2nd—What effect do some neuropsychological disorders have on the ability of environmental education? Based on the study, analysis, selection, and comparison of current professional scientific works obtained from the research activities of current researches on this topic, it is possible to accept the premise that the psychology of environmental education is basically the same as the general psychology of education and that neuropsychological diseases do indeed affect the ability of environmental education similarly to scholarly education. The main benefit of this qualitative review is the originality of the survey. There are no relevant and credible publications on the chosen topic, i.e., on the influence of selected neuropsychological diseases on the ability of environmental education of the population, to be found in the representative databases. Due to the importance of environmental education of the population, as one of the basic tools of environmental protection, the knowledge gained can gradually be incorporated into the politics, psychology, and didactics of education, to improve the technique of environmental education.

Objective: This study assessed the prevalence of psychological disorders and their correlation with health-promoting lifestyles among Chinese college students. Method: We used the Chinese version of the Depression Anxiety Stress Scales-21 (DASS-21) and the Health Promoting Lifestyle Profile II (HPLP-II) questionnaires. Gender and major differences were analyzed with the chi-square test, and multiple logistic regression explored the relationship between HPLP and psychological disorders. Results: Among 17,636 students, low prevalence rates were observed for stress (4.0%), depression (7.2%), and anxiety (15.4%). Females and students in humanities and social sciences reported higher rates of multiple psychological disorders. Higher HPLP scores were inversely correlated with depression (OR = 0.479, 95% CI: 0.376–0.609), anxiety (OR = 0.480, 95% CI: 0.408–0.565), and stress (OR = 0.821, 95% CI: 0.636–1.060) after adjusting for confounders. Conclusions: The study found low overall prevalence of psychological disorders, with higher rates among females and humanities/social sciences majors. Higher HPLP scores, particularly in interpersonal relationships and nutrition, are associated with a lower risk of mental disorders.