Dual-Factor Mental Health States and Academic Outcomes in Chilean Public Schools

This study examined the association between dual-factor mental health states and academic outcomes, including mathematics achievement, language achievement, and school attendance, in a large sample of students attending Chilean public schools. Using a quantitative, nonexperimental correlational-predictive design, mental health states were constructed based on the joint distribution of psychological symptoms and positive psychological functioning. Results from multilevel linear regression models revealed a clear gradient in academic achievement. Students with complete mental health demonstrated the highest performance, whereas those with possible mental health problems showed the lowest achievement. A key finding was that students classified as vulnerable (low positive psychological functioning without elevated symptomatology) exhibited significant academic impairment, highlighting functional risks that remain invisible under deficit-oriented screening. Additionally, symptomatic but content (elevated symptoms and elevated positive psychological functioning) students displayed intermediate outcomes, suggesting that positive psychological functioning may partially buffer the academic impact of psychological distress. No statistically significant associations were observed for school attendance. These findings underscore the educational relevance of the positive dimension of mental health. They support integrating dual-factor screening within Multi-Tiered Systems of Support to promote more precise, equitable, and coherent school-based mental health practices in public education systems.