The effects of learning-related and peer-related school experiences on adolescent wellbeing

A longitudinal structural equation model

Datos Bibliográficos

ID11338697
AutoresDevi Khanna (0000-0002-9254-0869, University of Manchester, autor de correspondencia), Louise Black (0000-0001-8140-3343, University of Manchester), Margarita Panayiotou (0000-0002-6023-7961, University of Manchester), N Humphrey (0000-0002-8148-9500, University of Manchester), Ola Demkowicz (0000-0001-9204-0912, University of Manchester)
Año2026
Volumen184
Páginas108866
Fecha de publicación2026-05-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaChildren and Youth Services Review (JOURNAL)
Identificadores de la revistaISSN: 0190-7409 • E-ISSN: 1873-7765
EditorialElsevier BV (PUBLISHER)
DOI10.1016/j.childyouth.2026.108866
OpenAlexW7133661853
IdiomaEN
Referencias citadas96

The school environment contains a variety of factors understood to be linked to adolescent wellbeing. However, there is limited research on how adolescents’ simultaneous experiences of these distinct factors predict their later subjective wellbeing. This paper uses longitudinal structural equation modelling in a sample of secondary-school aged students aged 12 to 15 (N = 25,149, T1 and T2 one year apart) to test the effects of learning-related school experiences (happiness with attainment; careers education; staff-student relationships), and peer-related school experiences (school belonging; friendships and social support; physical and relational bullying victimisation) on later wellbeing. Effect sizes of school experiences on later wellbeing ranged from β = 0.00 to 0.06. Of the variables considered, overall, staff-student relationships (β = 0.00, p = 0.787) and physical bullying (β = − 0.02, p = 0.121) were not significantly associated with wellbeing, while a sense of belonging to school showed the strongest association (β = 0.06, p < 0. 001). Our findings suggest that school belonging and peer relation elements of school can be of particular importance to wellbeing, and that fostering a positive academic environment in schools can have equal benefits for wellbeing as fostering a positive social environment. Future research exploring these relationships should further consider the design of school belonging interventions; the addition of further academic and social school experiences in wellbeing analyses; and, the directionality of these relationships

Adolescent development · Longitudinal data · Longitudinal study · Structural equation modeling · Education, Achievement, and Giftedness · Grit, Self-Efficacy, and Motivation · Psychosocial Factors Impacting Youth