Assessing Critical Dimensions of School Wellbeing in Adolescents: Psychometric Validation and Implications for Inclusion and Performance

This study examines the psychometric properties of the School Wellbeing Scale, designed to assess wellbeing among adolescents in socially vulnerable educational contexts. A cross-sectional, quantitative design was employed, administering the 10-item instrument to a sample of 949 secondary school students. The scale evaluates four key dimensions: emotional attachment to school, engagement in school life, perceived social support, and recognition within the educational environment. Exploratory and confirmatory factor analyses confirmed a bifactorial structure comprising two latent constructs: Emotional Bond and School Participation and Perceived Support and Social Appreciation. The model yielded acceptable fit indices (CFI = 0.906; RMSEA = 0.091), and internal consistency coefficients (Cronbach’s α and McDonald’s ω) exceeded the 0.77 threshold, providing evidence of structural reliability and internal validity. These results support the scale’s utility as a valid and reliable instrument for the assessment of school wellbeing. Its application may contribute to the early detection of socio-emotional vulnerabilities, the design of inclusive intervention strategies, and the promotion of equitable, supportive educational environments that enhance both academic outcomes and student flourishing.