Student characteristics, wellbeing, and educational vulnerability

This study examines how cumulative risk characteristics influence student wellbeing in Danish primary and lower secondary schools. Using linked survey and register data, we identify four distinct wellbeing clusters: low wellbeing, medium wellbeing, differentiated wellbeing, and high wellbeing. Our findings reveal significant associations between students’ wellbeing and known student risk characteristics: socioeconomic status, gender, and grade level. We find that students from lower socioeconomic backgrounds and higher grade levels are at greater risk of low wellbeing. Additionally, our results highlight the association of wellbeing and educational outcomes, with students in higher wellbeing clusters achieving better academic performance and lower absenteeism. These findings underscore the importance of addressing multiple intersectional risk factors to support student wellbeing and reduce educational vulnerability.