Well-being in education in childhood and adolescence (2022)

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Laura Taylor, Jan-Emmanuel De Neve, Luana DeBorst and Devi Khanna—Wellbeing Research Centre, University of Oxford

The aim of this study is to give the International Baccalaureate (IB) and IB World Schools an overview of the latest research behind well-being in childhood and adolescence. The report includes three components: a literature review, an evidence-based well-being framework, and a questionnaire to obtain school feedback on the framework. Specifically, the report focuses on subjective well-being—how a young person evaluates their own life at school. The well-being framework is intended as a broad overview of factors that are likely involved in well-being in schools, and is presented through four themes: health, people, environment and skills. A number of key findings emerged from this study, including the following. There is value in using school time, money, and resources to improve student well-being, and these initiatives will likely also lead to improvements in academic attainment. Each school or educational setting should decide which definition of well-being works well in their context. Teacher well-being is a predictor of student well-being, and any well-being policies should emphasize ways to support teacher well-being. Lastly, a focus on subjective well-being and school life satisfaction is practical, measurable, and comprehensive and gives schools an opportunity to make a difference in the lives of young people.

Research summary (PDF, 368 KB)

Full report (PDF, 34.7 MB)