publisher
Student well-being: an integral definition and conceptual framework
- Source
- Frontiers in Education
- Published
- Last verified
- 27 Aug 2026
- Confidence
- Moderate
- Evidence
- Original document retained
- Reading time
- 1 min
- Country
- International
- Relevant to
- Research & Evidence, Policy & Regulation, Strategy & Planning, Technology & Data
Executive summary
What happened, and why should leadership care?
Research from Frontiers in Education highlights the lack of a consistent definition and conceptual framework for student well-being, which impedes effective research, measurement, and intervention development. A new definition and conceptual framework have been proposed, guided by four philosophical postulates and expert input, to standardize understanding and practice in this critical area.
Why this matters
Why is this strategically important?
A unified understanding and framework for student well-being are crucial for consistent data collection, comparative analysis, and the development of effective, evidence-based support systems. This foundational work allows for more targeted resource allocation and improved outcomes in educational and developmental contexts.
Key insights
What should be noted from the evidence?
- Multiple conceptualizations of well-being hinder research and practical efforts in student well-being.
- The absence of a standardized definition and framework impacts the development of measurement tools and interventions.
- A new definition and conceptual framework for student well-being has been developed to address these issues.
- The framework is based on four guiding postulates derived from established philosophical perspectives on well-being.
- Development involved synthesizing existing literature and incorporating expert input.
Evidence and confidence
How far can this assessment be trusted?
Moderate confidence. Provenance established; supporting evidence remains partial.
Analysis is prepared editorially by Aziz Shuaib Ausi. The original publication remains the authoritative record, and executive judgement remains entirely human.
Source
Where does this originate?
Reported by Frontiers in Education · International. This briefing summarises the publication for executive use; the document itself is not reproduced here.
Read the original publication