Exploring the Associations Between School Climate and Mental Wellbeing: Insights from the MOVE12 Pilot Study in Norwegian Secondary Schools

This study examined the association between school climate, defined by social and academic environments, and mental wellbeing among 446 first-year upper-secondary students in eastern Norway (ISRCTN10405415). As part of the MOVE12 pilot study conducted in February 2023, a cross-sectional online questionnaire targeted approximately 600 students from five schools offering diverse academic and vocational tracks. Mental wellbeing was assessed using the Warwick-Edinburgh Mental Wellbeing Scale (SWEMWBS, scale 7-35), and the data were analyzed with stepwise multiple linear regression. The mean mental wellbeing score was 24.5 ± 4.3, with significant gender differences (<i>p</i> < 0.05) but no variations between academic and vocational tracks. Self-efficacy was the strongest predictor of mental wellbeing (b = 0.236, <i>p</i> < 0.001), followed by health satisfaction (b = 0.179, <i>p</i> < 0.001), time spent with friends (b = 0.163, <i>p</i> < 0.001), social isolation (b = -0.162, <i>p</i> = 0.001), wellbeing in physical education (b = 0.129, <i>p</i> = 0.002), and classroom climate (b = 0.128, <i>p</i> = 0.007). These findings emphasize the critical role of self-efficacy, peer connections, and supportive classroom climates in promoting mental wellbeing. Addressing these elements of school climate can significantly enhance the mental health and overall outcomes of upper-secondary students.