Understanding school-related well-being in primary education: A systematic review and integrated framework

School-related well-being has received increasing attention as schools are expected to support children’s broader development alongside academic achievement. However, evidence remains fragmented because of inconsistent conceptualisations, varied measurement approaches, and limited integration of how school-related well-being is understood in primary education. This systematic literature review followed PRISMA 2020 guidelines to synthesise research on school-related well-being in primary school contexts. Scopus, Web of Science, Google Scholar, and five major publisher platforms were searched for English-language studies published between 2016 and 2026. Following a post-hoc eligibility re-audit, 18 primary empirical studies met the inclusion criteria and were analysed using thematic synthesis. The findings show that school-related well-being is commonly conceptualised as a multidimensional construct reflecting students’ emotional, cognitive, relational, and developmental experiences at school, although overlap with related constructs remains. Measurement approaches varied considerably, limiting comparison across studies. School-related well-being was associated with relational and instructional conditions and may be linked to positive educational outcomes, including engagement, motivation, academic self-concept, social functioning, and health-related experiences. Based on the synthesis, the review proposes an integrated conceptual framework linking school conditions, students’ school experiences, and educational outcomes. The findings highlight the need for clearer conceptual boundaries, more consistent measurement, and further longitudinal, comparative, and context-sensitive research.