Without solid emotional and physical health, achieving academic success becomes an almost impossible task. Student wellbeing is the foundation upon which effective learning is built. This is highlighted in a recent report by HundrED, which underscores an undeniable reality for current education systems: the link between wellbeing and academic performance is indisputable.
This article aims to demonstrate how a comprehensive approach to wellbeing—including students’ physical, emotional, and social health—can transform academic outcomes. Throughout the following sections, we will explore what school wellbeing truly means and how it directly influences academic performance. We will present examples of successful innovations from around the world and offer practical recommendations for schools to implement these strategies effectively.
Defining School Wellbeing
Just as peace is much more than the absence of war, school wellbeing is not merely the absence of emotional or physical problems. According to the HundrED report, “emotional wellbeing” is a comprehensive concept that encompasses students’ physical, emotional, and social health. This holistic perspective suggests that an effective educational environment should not only promote academic skill development but also help students manage their emotions, build positive relationships, and cultivate healthy self-esteem.
The Wellbeing Research Centre at the University of Oxford takes the concept further, explaining that it refers to “students’ subjective perception of their satisfaction with school life and their sense of purpose and meaning in their activities.” This perspective is supported by studies showing that students with high levels of wellbeing not only achieve better academic results but also develop essential life skills such as resilience and stress management.
The Impact of Wellbeing on Academic Performance
The relationship between student wellbeing and academic performance is clear and significant, as demonstrated by numerous academic studies. Below are some key findings from recent research:
Wellbeing-Performance Relationship
A meta-analysis of 81 studies (involving more than 54,000 students) found a positive association between students’ overall wellbeing and their academic performance. This relationship was consistent across different ages, academic subjects, and contexts.
Impact of Emotional Problems on Learning
Some longitudinal studies suggest that mental health difficulties in childhood and adolescence can negatively impact later academic performance. For example, a cohort study found that children with emotional or behavioural problems at age three were more likely to perform below expected levels at age twelve. Similarly, twelve-year-olds with mental health issues showed a higher risk of not completing compulsory secondary education.
Subjective Wellbeing as a Predictor of Academic Success
Other research indicates that greater emotional wellbeing predicts better future academic outcomes. In a study involving secondary school students, those with higher levels of wellbeing (measured by low levels of depression, low anxiety, and positive affect) achieved slightly higher standardised test scores in mathematics 7–8 months later. Although the effect was small, it was statistically significant. In the same study, young people with higher levels of depression later obtained lower academic scores (for example, increased depressive symptoms were associated with small but significant reductions in maths and reading performance).
Wellbeing and School Engagement
Other reviews indicate that emotional wellbeing is linked to more positive attitudes towards school, greater motivation, and better classroom behaviour, all of which support academic achievement.
Educational Innovations Promoting Emotional Wellbeing in Classrooms
The HundrED report presents various innovations that have demonstrated how integrating wellbeing programmes can transform students’ educational experiences. Here are some notable examples from around the world:
Patio Vivo (Chile): An Open-Air Classroom for Happy Learning
In Chile, the Patio Vivo project transforms school playgrounds into outdoor learning spaces where students can engage with nature, interacting with gardens and orchards. The aim is to enhance both students’ emotional and physical wellbeing through practical activities that foster a connection with the natural environment.
The impact of Patio Vivo has been significant: schools that implemented the programme reported a 15% improvement in concentration during lessons and a noticeable reduction in student anxiety.
Learn to Play: Play and Learning in Early Childhood
Play is not just fun—it is a powerful tool for teaching children how to manage their emotions and relate to others. Obvious, but no less true. The Learn to Play programme, originating in Botswana and adapted in Brazil, uses structured play to promote socio-emotional and cognitive skill development in children from disadvantaged backgrounds.
In Brazil, the results have been remarkable: a 20% increase in participants’ basic cognitive skills and a notable improvement in emotional regulation.
The Happiness Project (Mexico and Ecuador): Happiness as a School Subject
Imagine if happiness were a subject like Mathematics or History. This is the philosophy behind The Happiness Project, an initiative that started in Pakistan and has since expanded to Mexico and Ecuador. The project works with local organisations to teach students emotional and social skills through modules on gratitude, empathy, and stress management. In Mexico, over 50,000 students participated in the programme, reporting a 25% reduction in bullying cases and an 18% increase in self-esteem and academic performance.
Anary (Peru): Empowering Women and Socio-emotional Wellbeing
In Peru, the Anary initiative focuses on empowering girls in rural communities through socio-emotional wellbeing programmes. Leadership, emotional management, and life skills workshops have been key in reducing the cultural and economic barriers that hinder the educational continuity of girls. The results are encouraging: participating schools have reported a 30% reduction in female school dropout rates and a 20% increase in active participation from girls.
Comprehensive Socio-emotional Education (Mexico): Wellbeing as a Curriculum Subject
In Mexico, many schools have integrated socio-emotional education into their official curriculum. These programmes include workshops on empathy, resilience, and conflict resolution, tailored to local contexts. The results have been clear: a 22% increase in academic performance and a significant improvement in school coexistence.
Challenges and Opportunities for Implementing Wellbeing Programmes
Implementing wellbeing programmes in schools is not without challenges. Although the evidence strongly supports their benefits, many institutions face significant obstacles in adopting these approaches effectively.
Common Challenges: Limited Resources and Resistance to Change
The lack of financial and material resources is one of the biggest challenges. In vulnerable contexts, such as some rural schools, educational budgets barely cover the essentials, limiting the ability to invest in wellbeing programmes. Additionally, many teachers lack the necessary training to apply emotional management strategies in the classroom.
Cultural resistance also plays a significant role. In regions where discussing emotions or mental health remains taboo, wellbeing programmes may face rejection from both parents and educators themselves.
Proposed Solutions: Strategies to Overcome Barriers
The HundrED report suggests several key solutions to overcome these challenges. First, continuous teacher training is essential for effectively implementing these wellbeing strategies. Programmes such as Embedding Wellbeing in Ethiopian Schools have shown that investing in teacher training can amplify the positive effects of these programmes.
Another solution is the local adaptation of the programmes. The flexibility to adjust activities to local realities has been crucial for the success of initiatives such as Patio Vivo in Chile and Learn to Play in Brazil. Finally, collaborations with non-governmental organisations and the private sector are an important source of funding and additional resources.
Recommendations for Schools
For student wellbeing to become the central focus of education, it is necessary for schools to adopt clear and effective strategies. Based on the HundrED report, these recommendations include integrating wellbeing into the curriculum, providing proper teacher training, and conducting continuous evaluations of the impact of implemented programmes.
Curricular Integration
It is essential to integrate socio-emotional competencies, such as empathy and resilience, into existing subjects, ensuring that the time dedicated to traditional academic subjects is not compromised.
Teacher Training
Training teachers in emotional management and wellbeing strategies must be a priority, not only to improve the school environment but also to enhance students’ academic performance.
Continuous Evaluation
It is necessary to measure the impact of wellbeing programmes through surveys and regular evaluations to ensure that they are effective and sustainable.
Emotional Wellbeing as a Trigger for Educational Transformation
Incorporating student wellbeing into the curriculum is not just a strategic decision but an affirmation of the values we wish to promote in our society. The studies presented in this article and the innovations included in the HundrED report make it clear that when schools prioritise holistic wellbeing, students not only achieve better academic results but also become more resilient, empathetic individuals, better equipped to face the challenges of today’s world.
This shift calls for a profound rethinking of educational priorities. It is no longer just about preparing students to pass exams but about shaping them into well-rounded individuals, capable of navigating a complex and ever-changing world. Student wellbeing is, after all, an act of educational justice, an urgent need, and an opportunity to reimagine education.
Every school that decides to integrate wellbeing into its curriculum not only improves the lives of its students but also contributes to building a more humane, just, and sustainable future.
