School well-being in high school students: Gender and school level differences

Adolescent well-being is increasingly recognized as a crucial aspect of public health, with significant implications for both present and future societal outcomes. This study investigates gender and school-level differences in adolescents’ school well-being, using a multidimensional approach. The sample consisted of 1322 high school students, who filled in the School Well-being Questionnaire (QBS; Tobia & Marzocchi, 2015), originally created for primary and middle school students. As a first result, the factorial structure of the QBS remained valid for adolescents, with satisfactory fit indices. Gender and school-level analyses indicated significant differences in various dimensions of school well-being. Females reported higher satisfaction with their school results, while males scored higher in Relationships with Classmates, Emotional Attitude in School, and Sense of Self-Efficacy. Moreover, students in the triennial (11th–13th grade) period reported lower overall school well-being compared to their counterparts attending the biennial period (9th–10th grade). This study underscores the importance of assessing adolescent well-being within the school context and provides valuable insights into gender and age-related disparities. The findings offer a basis for developing gender and age-specific interventions aimed at promoting adolescent well-being, highlighting the need for targeted support mechanisms to address the diverse needs of high school students.