The Balanced Learner Model (BLM): A Holistic Framework for Adolescent Development in Moroccan Secondary Education

This study develops and empirically grounds the Balanced Learner Model (BLM), a holistic framework designed to understand adolescent learning through the dynamic interaction of four core dimensions: behavioral regulation (S), cognitive–temporal regulation (C), emotional balance (E), and environmental support (A). Drawing on data from 1,058 Moroccan secondary-school students across seven structured surveys, the research examines how each dimension contributes to learner functioning and how imbalances create cascading effects on well-being and academic engagement. Results highlight cognitive–temporal regulation (C)—particularly inadequate sleep, irregular routines, and excessive digital use—as a primary destabilizing force that undermines both emotional resilience and behavioral consistency. Conversely, environmental support (A), especially high-quality teacher–student relationships and positive school climate, emerges as a significant protective factor that strengthens motivation, emotional stability, and classroom engagement. Emotional balance (E) plays a mediating role, linking temporal health with self-regulation and investment in learning. The findings validate the theoretical premise of the BLM: sustainable learning is not achieved through excellence in isolated domains, but through functional integration and balance across developmental dimensions. The study also proposes the foundations of a Balanced Learner Index (BLI) as a multidimensional diagnostic measure capable of supporting decision-making at classroom, school, and policy levels. Grounded in the specific socio-educational realities of Moroccan adolescents, the BLM offers a contextually relevant and empirically supported framework that shifts educational reform from a narrow focus on academic performance toward holistic human development. The model provides a practical roadmap for designing interventions promoting resilience, self-regulation, well-being, and equitable learning opportunities.