Abstract Background: Students’ well-being and self-efficacy are increasingly recognized as critical predictors of academic achievement, extending beyond traditional cognitive metrics to include psychological and socio-emotional dimensions. Aim: This systematic review investigates (1) The relationships among psychological well-being, self-efficacy, and academic achievement, (2) Recurring themes and contextual variations across diverse educational settings, and (3) Evidence-based strategies for fostering inclusive learning environments through targeted interventions and policy reforms. Methods: Following PRISMA 2020 guidelines, 50 peer-reviewed empirical studies (2000–2025) were retrieved from Scopus, Web of Science, and PsycINFO. Results: Higher psychological well-being, encompassing emotional stability, mental health, and social connectedness, consistently correlates with improved academic outcomes. Self-efficacy mediates relationship, enhancing the translation of well-being into performance gains, with stronger correlations observed at both academic and mental health levels. Conclusion: Integrating psychological support frameworks into educational policy and pedagogy is essential. Recommendations include culturally responsive interventions, longitudinal monitoring, and multimodal assessments. Future research should adopt longitudinal, multimethod designs and include underrepresented regions to develop scalable, equitable interventions fostering academic excellence and equity globally.
Kumar et al. (Tue,) studied this question.