Abstract:

Understanding school well-being requires attention not only to theoretical models but also to how students themselves experience everyday school life. Although student well-being has gained increasing attention in educational research, the field remains fragmented, with limited consensus regarding how school well-being should be conceptualized and understood. This study explores students’ perspectives on school well-being in Portuguese regular education, focusing on how students define feeling well at school and what they believe should be changed to promote a more positive school environment.

Seventeen focus groups were conducted with 115 students from primary to secondary education. Data were analysed through thematic content analysis using both deductive and inductive procedures. Inter-rater reliability showed substantial agreement.

The findings indicate that students conceptualize school well-being as a holistic and context-embedded experience integrating emotional, relational, pedagogical, and organizational dimensions. Relationships emerged as the most salient domain, particularly supportive interactions with peers and teachers that foster belonging, trust, and emotional security. Students also emphasized the importance of engaging and fair teaching practices, opportunities for participation, and supportive school climates. Contextual and organizational factors, such as school facilities, schedules, and access to resources, were likewise described as shaping daily experiences of well-being. Conversely, negative relationships, bullying, perceived unfair teaching practices, and excessive academic pressure were identified as key sources of poor school well-being.

Students’ proposals for improving school well-being closely mirrored the way they conceptualized it, focusing on three interconnected areas: teaching and learning, school logistics, and social relations. These findings suggest that school well-being emerges through everyday interactions and institutional conditions rather than through isolated initiatives. Overall, the study highlights the epistemic and practical value of student voice for clarifying the multidimensional nature of school well-being and informing more responsive school practices and policies.

Keywords:

Student Well-Being, Student Voice, School Climate, Educational Environment, Qualitative Research.