Well- Being

Wellbeing is not a peripheral aspect of education—it is a fundamental condition for meaningful and sustained learning. When students feel mentally and emotionally well, they are better equipped to engage with academic demands, regulate their behavior, and build positive relationships in the school environment.

There are two main dimensions of wellbeing typically discussed in educational psychology: psychological wellbeing and subjective wellbeing. While related, they emphasize different aspects of human functioning.

Psychological wellbeing refers to the individual’s sense of purpose, autonomy, personal growth, and self-acceptance. This concept, developed by Ryff (1989), focuses on the realization of one’s potential and the pursuit of a meaningful life. It is more eudaimonic, emphasizing flourishing and personal development over fleeting pleasure.
Subjective wellbeing, on the other hand, refers to how individuals evaluate their life, both cognitively and emotionally. It includes life satisfaction, the presence of positive emotions, and the absence of negative emotions. This more hedonic perspective captures how “happy” or satisfied a person feels in the moment or over time.

Although often used interchangeably, wellbeing and quality of life are not identical concepts. Quality of life is broader and includes external factors such as physical health, economic stability, access to education, and environmental conditions. Wellbeing, in contrast, is a more internal, subjective experience of how individuals perceive and feel about their lives and themselves.

In school settings, the relationship between wellbeing and learning is bidirectional. Positive emotional states enhance attention, memory, and motivation, while psychological wellbeing supports resilience and adaptive coping. Conversely, chronic stress, emotional distress, or low self-esteem can impair cognitive functioning and increase school disengagement. Supporting student wellbeing is therefore not just a matter of ethics or inclusion—it is a prerequisite for academic success and long-term personal development.

Promoting wellbeing in the classroom involves more than addressing problems or reducing stress—it requires cultivating the psychological resources that allow students to thrive. Below are core aspects of wellbeing that educators can nurture through daily interactions, feedback, and the overall learning environment.

Well-Being Domains

Life Satisfaction
Life satisfaction reflects a student’s overall evaluation of their life as positive and meaningful. Teachers can support it by creating environments where students feel valued, included, and proud of their achievements—not just academically, but also socially and personally.
Life Purpose
Feeling that one’s life has direction and meaning strengthens resilience and motivation. Educators can help students connect schoolwork to personal values or long-term goals, showing how learning relates to the broader world and their future selves.
Personal Growth
This dimension refers to the sense that one is constantly developing, learning, and expanding one's potential. Teachers contribute to personal growth by setting high expectations, offering constructive challenges, and recognizing effort as well as improvement.
Self-Acceptance
When students accept themselves, including their strengths and limitations, they are more likely to take academic risks and recover from setbacks. Teachers can model acceptance by providing non-judgmental support and feedback that focuses on growth rather than perfection.
Autonomy
Autonomy involves experiencing oneself as the origin of one’s actions. Educators foster autonomy by offering meaningful choices, encouraging student voice, and allowing room for independent decision-making within structured learning contexts.
Social Relationships
Positive peer and teacher relationships are essential for emotional safety and belonging. Teachers can actively cultivate a respectful, empathetic classroom culture that values collaboration, kindness, and mutual support.
Environmental Mastery
This refers to a student’s ability to manage and shape their environment to meet their needs. In educational settings, it can mean helping students build organizational skills, navigate school demands, and access resources when needed. Providing clear routines and guidance fosters a sense of competence and control.

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