It is widely acknowledged in the fields of education and well-being that acquiring academic

information alone is insufficient to prepare kids and teenagers for adult citizenship (Cefai et al.,
2021). Beyond narrow objectives like scholastic success, education must actively advance the
wellbeing of kids and teens. It is imperative that children acquire the social and emotional skills
necessary to effectively negotiate the challenges and transitions that come with growing up into
adulthood. The idea of well-being encompasses an individual's physical, mental, and social well-
being. According to the World Health Organization (WHO), mental health is "... a state of well-
being in which the individual realizes his or her own abilities, can cope with the normal stresses
of life, can work productively and fruitfully, and is able to make a contribution to his or her
community" and well-being is "... not merely the absence of disease or infirmity" (WHO, 2005,
p. 2).
World Health Organization (WHO) describes well-being as ‘a resource for healthy living’ and
‘positive state of health’ that is ‘more than the absence of illness’ and enables us to functionwell:
psychologically, physically, emotionally and socially. People are social creatures who are
mutually dependent, relying on others for their well-being, just as others rely on them. Social well-
being (the social dimension of health) refers to our ability to make and maintain meaningful positive
relationships and regular contact with other people in our world – family, friends, neighbors and co-
workers. According to Keyes (1998) social well-being consists of five dimensions such as social
integration, social acceptance, social contribution, social actualization and social coherence. Despite the
elusive and overarching nature of well-being, its significance with respect to education is well established
in the literature (Frydenberg & Lewis, 1999; Soykan et al. 2019). Students’ positive and satisfying life-
experiences are expected to flourish as their well-being increases (Pollard & Lee, 2003). Students’ social
wellbeing may be defined as the extent to which they feel a sense of belonging and social inclusion in
their academic environment (Pang, 2018). The well-being of children and young people has become a
major concern in many OECD countries, as shown in an OECD report (2019) based on data from the
Programme of International Student Assessment (PISA) from 2018. About one in three students in 2018
expressed that they were not satisfied with life, which was a 5 percent increase from the 2015 results.
Moreover, about 6 percent of all students expressed that they always felt sad, 37 percent expressed that
intelligence cannot change, and in almost every OECD country, girls expressed greater fear of failure than
boys (OECD, 2019).

Pupils are viewed as remarkable social

class in environmentally friendly development, so their
Social capital is the state of one's social well-being.
Social welfare plays a significant role in
adolescents' general well-being, as they derive
a large portion of their self-worth comes from the social
assessments of significant adults and peers.
Studies have indicated that having a strong or robust feeling
social well-being has an impact on youth's
safety, comfort, and impact and helps with
adulthood with positive functioning (Chervonsky &
Newton-Howes et al. (2015); Hunt, 2019).
Academic achievement and the well-being of students
are likewise favorably connected.
Thus both generally and specifically, well-being gives students a happy though competitive advantage
both inside and outside the classroom. In general, students with higher levels of psychological and
emotional well-being also show higher levels of academic achievement, but the relationship of social
well-being and academic performance has not been examined. So there is a need to further explore the
impact of social well-being on academic performance among students.