School well-being and self-concept or self-esteem in secondary education students: a systematic review

A systematic review on the relationship between school well-being and self-concept/self-esteem among secondary education students indicates that existing evidence is fragmented and inconclusive. The review, which followed PRISMA guidelines and analyzed records from WoS and ERIC databases, aims to provide a narrative synthesis of these relationships. A key finding is the current lack of clear, cohesive understanding in this critical area, highlighting the need for more robust research.

Understanding the precise relationship between school well-being and student self-concept/self-esteem is crucial for developing effective educational strategies and support systems. The current fragmented evidence suggests a significant knowledge gap, which can impede the design of targeted interventions aimed at improving student developmental outcomes and overall educational quality.

Evidence on the relationship between school well-being and self-concept/self-esteem in secondary education students is fragmented and inconclusive.

Forward consideration, not a verified fact.