Implementation of school well-being in elementary school students

This study aimed to describes the implementation of school well-being for students at a public elementary school in West Sumatra, Indonesia. A qualitative descriptive approach was employed, with purposive sampling used to select participants based on three criteria: 1) they were classroom teachers, 2) had at least two years of experience working in primary education, and 3) were currently active in teaching. The sample comprised a typical case of two participants who had been teaching at the school for over six years and remained actively engaged in instructional activities. Data was collected via structured interviews and analyzed thematically. The findings revealed concerted efforts by the school to foster student well-being across the four dimensions of having, loving, being, and health. Specific initiatives included providing adequate facilities, promoting participatory learning, addressing student concerns transparently, offering constructive feedback, ensuring access to health resources, nurturing students’ potential, and cultivating a positive relational environment. However, the study identified gaps in addressing mental health needs, particularly in resolving psychological challenges. We recommend strengthening partnerships with mental health practitioners to design targeted interventions, ensuring comprehensive school well-being programs that holistically support students’ psychological and emotional needs.