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Abstract Schools are significant settings for the development of young people, yet few studies have investigated the multiple facets of school climate and students' well‐being. This research aims to map the literature production in the two intertwined concepts: students' well‐being, and school climate. The study applied bibliometric analysis to map the research status of school climate and students' well‐being using metadata extracted from over a period of 33 years. The analysis presents a detailed overview of school climate and students’ well‐being in terms of scientific production, citations, authorship, countries' production, and institutions' outputs. Results highlighted the recent developmental trends of publications on students' well‐being and school climate and outlined the precursors for triggering this combination. With reference to students' overall well‐being, analysing the results shows that research on school climate increased markedly in different parts of the world. However, when compared to Arab countries, rare studies were conducted. Context and implications Rationale : Mapping the exponentially growing research on school climate and student well‐being can guide stakeholders in understanding research, gaps and priorities. Using bibliometric analysis here is necessary to evaluate the growing literature. Why the new findings matter : By elucidating exponential output, conceptual evolution and geographical imbalances, the analysis reveals a maturing yet decentralised field awaiting integration and high‐impact studies to inspire real‐world progress. Implications for practitioners, policy makers, and researchers : Findings guide strategic investments in rigorous intervention trials, student‐centred methodologies, cross‐national collaborative networks, and pathways translating evidence to school policies/practices. This analysis equips stakeholders to cultivate coordinated, culturally responsive research ecosystems providing actionable insights to create nurturing climates enabling all students to thrive.
Obeidat et al. (Mon,) studied this question.