LITERATURE REVIEW

HEALTH WELL-BEING

Healthy students learn better, and academic achievement has long-term health

benefits. According to a recent study, higher academic grades are related to more

positive individual and cumulative health behaviors among high school students.

However, youth risk behaviors such as physical inactivity, unhealthy food habits,

cigarette use, alcohol use, and other drug use are consistently associated with lower

educational attainment and poor grades and test scores (National Academies of

Sciences, Engineering, and Medicine, 2020).

Likewise, according to the CDC (2019), healthy students are better learners.

Poor nutrition, a lack of physical activity, and an unhealthy lifestyle can all lead to poor

academic achievement in students. According to studies, healthier children perform

better in school, attend more regularly, and behave better. Nutrition and physical activity

should not be viewed as a diversion from academics but rather as an investment in a

better education. Academic performance is a strong predictor and determinant of adult

health outcomes as well as an exceptional measure of children's overall well-being.

Moreover, according to Al-Shehri (2002), it is recognized that good health

enhances learning potential. Thus, students must be in a state of health that allows

them to attend school consistently and take advantage of the opportunities provided by

schools.
SOCIAL WELL-BEING

The WHO (World Health Organization [WHO], 1948) recognized social well-being

as a crucial component of an individual's overall well-being. According to Fattore and

Mason (2017) and Ohrt et al. (2019), social well-being is the ability of an individual to

create positive interactions with others while taking on various social roles. Moreover,

understanding their social life through school-related activities, such as establishing

good relationships with family and friends, getting their support, and, as a result, finding

satisfaction in their lives. Social well-being includes social self or an individual's social

responsibilities in multiple settings. It can be demonstrated by having a positive attitude

toward others, believing in the growth of society, understanding others in society,

participating in various aspects of society, and identifying with society. Social well-being

is significant as a whole to students, schools, community as well as society. Students

have various roles in their lives. At home, they are children; at school, they are students;

and when they communicate with their classmates, they are friends. They have a high

level of social well-being because they know how to interact with others and adjust

themselves as appropriate after receiving feedback on their behavior. According to

research studies (Cicognani, 2014; Gräbel, 2017; Samad et al., 2019), students may

improve their intellectual ability while playing distinct responsibilities and engaging with

others.
REFERENCES

Al-Shehri S. N. (2002). Healthy students - healthy nation. Journal of family & community

medicine, 9(1), 15–17.

CDC. (2019). Health & Academics.

https://www.cdc.gov/healthyyouth/health_and_academics/#1

Cicognani, E. (2014). “Social wellbeing,” in Encyclopedia of Quality of Life and

Wellbeing Research, ed. A. C. Michalos (Dordrecht: Springer). doi: 10.1007/978-94-

007-0753-5_2797

Fattore, T., & Mason, J. (2017). The significance of the social for child well ‐being.

Children & Society, 31(4), 276-289.

Gräbel, B. F. (2017). The relationship between wellbeing and academic achievement: A

systematic review.

National Academies of Sciences, Engineering, and Medicine (2020). Promoting Positive

Adolescent Health Behaviors and Outcomes: Thriving in the 21st Century. Washington,

DC: The National Academies Press. https://doi.org/10.17226/25552.

Ohrt, J. H., Clarke, P. B., & Conley, A. H. (2018). Wellness counseling: A holistic

approach to prevention and intervention.

Samad, S., Nilashi, M., & Ibrahim, O. (2019). The impact of social networking sites on

students’ social wellbeing and academic performance. Education and Information

Technologies, 24(3), 2081-2094.

World Health Organization. (1948). World health organization constitution. Basic

documents, 1, 22.