School Well-Being in Secondary School Students and its Conditioning Factors: A Systematic Review

Authors

  • Giusy Sturiale State Comprehensive Institute 'Campanella/Sturzo' of Catania, Viale Bummacaro, 8, 95121 Catania, Italy
  • Luis Espino-Díaz Faculty of Educational Sciences and Psychology, Department of Education, University of Cordoba, San Alberto Magno, s/n, 14071 Cordoba, Spain

DOI:

https://doi.org/10.15503/jecs2024.2.287.299

Keywords:

school well-being, academic performance, anxiety, interpersonal relationships, learning process

Abstract

Thesis. This systematic review article argues that school well-being is closely linked to various factors, such as academic performance, interpersonal relationships, and self-concept. It posits that promoting school well-being can significantly enhance academic motivation, reduce absenteeism, and foster a more positive learning environment.

Concept. School well-being is intricately linked to various factors including academic performance, interpersonal relationships, and self-concept. This study critically evaluates these factors, organising and assessing previous research to inform future studies and pedagogical strategies.

Results and conclusion. The review reveals that school well-being is significantly connected to academic performance, quality of interpersonal relationships, and self-concept. Additionally, factors such as anxiety are identified as major contributors to student distress, impacting their overall school well-being and academic outcomes. The findings suggest that promoting school well-being can effectively enhance academic motivation, reduce absenteeism, and foster a more positive learning environment. Promoting school well-being emerges as a key strategy to optimise the educational experience and academic outcomes. The study highlights the importance of tailored pedagogical approaches that address individual differences and foster a supportive and inclusive classroom environment. Integrating socio-emotional learning and continuous monitoring of student well-being are recommended for sustainable educational success.

Originality. This article provides a novel synthesis of existing research on school well-being, linking it to academic performance, interpersonal relationships, and self-concept. It offers practical pedagogical guidelines based on a comprehensive literature review, highlighting the importance of socio-emotional learning and continuous monitoring of student well-being to enhance educational outcomes.

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Author Biographies

  • Giusy Sturiale, State Comprehensive Institute 'Campanella/Sturzo' of Catania, Viale Bummacaro, 8, 95121 Catania, Italy

    PhD student at the University of Cordoba (Spain) with extensive experience as a secondary school teacher at Istituto Comprensivo Statale "Campanella Sturzo" in Catania (Italy). Her research focuses on the educational system, particularly on transferring research results into practical pedagogical strategies to bridge the gap between theory and practice in the classroom.

  • Luis Espino-Díaz, Faculty of Educational Sciences and Psychology, Department of Education, University of Cordoba, San Alberto Magno, s/n, 14071 Cordoba, Spain

    PhD in Educational Sciences, Associate Professor at the University of Cordoba (Spain) in the Department of Education, author of several scientific publications, including articles, books and book chapters on inclusive education, higher education, and education in values.

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Published

2024-09-25

How to Cite

Sturiale, G., & Espino-Díaz, L. . . (2024). School Well-Being in Secondary School Students and its Conditioning Factors: A Systematic Review. Journal of Education Culture and Society, 15(2), 287-299. https://doi.org/10.15503/jecs2024.2.287.299