Social-Emotional well-being and academic performance among middle school students
DOI:
https://doi.org/10.63618/omd/revinvlid/v3/n2/2Keywords:
social-emotional well-being, academic performance, secondary education, school climate, socioeconomic inequalityAbstract
Latin American secondary education faces a persistent tension between learning, well-being, and inequality, where academic performance cannot be understood solely through cognitive variables, but rather through emotional, family, school, and socioeconomic conditions that shape students’ educational trajectories. The objective of this study was to analyze the relationship between social-emotional well-being and academic performance among secondary school students, considering the influence of differentiated socioeconomic contexts. Methodologically, an exploratory bibliographic review was conducted based on scientific articles, meta-analyses, academic chapters, and institutional reports published between 2014 and 2025, selected according to thematic relevance criteria and synthesized through thematic-narrative analysis. The results show a positive association between social-emotional well-being and academic performance, as well as the influence of socioeconomic status, school climate, institutional belonging, and social-emotional skills on motivation, self-regulation, and school retention. The discussion argues that this relationship is neither linear nor sufficient, since it depends on structural and institutional conditions that may strengthen or limit learning. It is concluded that academic performance should be interpreted as the result of the interaction between student, family, school, and social structure, requiring comprehensive, equitable, and context-sensitive educational interventions.
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