School and Student Well-being: Effects on Biology Learning Engagement

Well-being is closely linked to prosocial behaviour and mental health. However, research on the impact of school and student well-being on student engagement—specifically in the context of learning biology at schools with varying accreditation levels—remains limited. This study aims to examine the influence of school and student well-being on student engagement in biology learning at senior high schools with A, B, and C accreditation. Using a quantitative, correlational approach, this study employs multiple linear regression analysis to interpret and statistically analyse data from a sample of 177 students. The results reveal that both school and student well-being significantly impact student engagement in biology, regardless of the school’s accreditation level. This suggests that irrespective of accreditation, students' engagement is significantly enhanced when classrooms provide safe, comfortable conditions, positive social interactions, and supportive teachers. Furthermore, while schools with different accreditation levels may vary in resources, fulfilling essential well-being components, such as a caring and supportive environment, contributes to sustained student engagement. The findings of this study are intended to guide schools, teachers, and stakeholders in prioritising well-being to foster higher student engagement in classroom settings.