Youth well-being predicts later academic success

Abstract Young people worldwide face new challenges as climate change and complex family structures disrupt societies. These challenges impact on youth’s subjective well-being, with evidence of decline across many countries. While the burden of negative well-being on productivity is widely examined amongst adults, its cost among youth remains understudied. The current research comprehensively investigates the relationship between youth subjective well-being and standardized academic test scores. We use highly controlled machine learning models on a moderately-sized high-school student sample (N ~ 3400), with a composite subjective well-being index (composed of depression, anxiety and positive affect), to show that students with greater well-being are more likely to have higher academic scores 7–8 months later (on Numeracy: β* =.033, p =.020). This effect emerges while also accounting for previous test scores and other confounding factors. Further analyses with each well-being measure, suggests that youth who experience greater depression have lower academic achievement (Numeracy: β* = −.045, p =.013; Reading: β* = −.033, p =.028). By quantifying the impact of youth well-being, and in particular of lowering depression, this research highlights its importance for the next generation's health and productivity.

Abstract licence: CC BY-NC-ND

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