Understanding Student Well-being Model: A Review

This article reviews Soutter's Student Well-Being Model, which was built from studies of high-school-aged youth in several disciplines. The model has seven domains: having, being, relating, feeling, thinking, functioning and striving. The authors compare these domains with empirical studies on student well-being. They report that the domains in the existing literature fit within the seven domains of the model. They suggest future work could use the model to build a culturally appropriate scale for measuring student well-being across cultures.

Key points

• The review examines Soutter et al.'s (2013) Student Well-Being Model (SWBM) and its domains.
• The SWBM has seven domains: having, being, relating, feeling, thinking, functioning and striving.
• Domains found in the existing empirical literature fit well within the SWBM's overarching domains.
• Aligning empirical domains with the seven domains further enhances the model's comprehensiveness across research contexts.
• Future research could develop a culturally appropriate scale to assess student well-being cross-culturally.

Limitations

Only the abstract is available, so the number and type of studies reviewed, the search methods and any country-specific findings are not stated. The Bangladesh link comes from the metadata hint and is not confirmed in the abstract. It is a conceptual review and does not test any intervention.