School well-being in the development of learning in students of basic general education

Abstract

Introduction: This research analyzes the influence of school well-being on the learning development of elementary school students at the "América" Educational Unit (Chone, 2024-2025), based on the premise that insufficient well-being affects motivation, participation, and academic performance. The study is grounded in the concept of school well-being as a crucial holistic state for quality education and explores how emotional, infrastructural, and social factors influence this process. Materials and methods: A mixed-methods approach was used, combining a literature review with fieldwork. Data collection was carried out through observations of 30 students and semi-structured interviews with two sixth-grade teachers, selected through convenience sampling. The analysis integrated quantitative methods (calculation of percentages) and qualitative methods (categorization of responses). Results: The results identified school well-being as a fundamental pillar for learning. A mostly favorable emotional environment was observed, with teachers implementing inclusion and positive reinforcement strategies. However, family pressure was found to act as a disruptive factor. In terms of infrastructure, while basic aspects such as lighting and cleanliness were adequate, deficiencies in the furniture affected student comfort and concentration. Discussion: The findings corroborate previous studies that emphasize the importance of a harmonious environment. The effectiveness of the teaching strategies validates approaches to managing emotional well-being, while family pressure aligns with the duality of family support reported in the literature. Conclusions: It is concluded that school well-being and learning are deeply interconnected. A positive environment that integrates emotional, social, and physical aspects in a balanced way is essential for meaningful learning.