Abstract Academic wellbeing is critical for middle years students because they are at high risk of low wellbeing and achievement. Despite this, few studies seek student perspectives about this educationally relevant dimension of student wellbeing. This scoping review’s content analysis identifies terms, links and themes related to student wellbeing elements (i.e. definitions, dimensions, skills), in Australian school system policies. Analysis found a common priority in research and policy is listening to student voice, to help educators understand students’ school experiences. Increasingly, Australian national and state/territory jurisdictions are linking student voice with local policy emphasis on different student wellbeing elements. While the academic wellbeing dimension is identified in student wellbeing international research, it is not yet identified in Australian student wellbeing policies. Analysis also found value in policy language reflecting local priorities and intended meanings, which contextualise student wellbeing. However, policy language also needs to directly identify and define student wellbeing elements, including the academic wellbeing dimension. This will help policymakers and educators implement relevant and meaningful student wellbeing support, as intended from policy. Findings also suggest future research could expand understanding about how student wellbeing can be linked to various school experiences, including learning, feedback and assessment.
Lisec et al. (Tue,) studied this question.