The Impact of Shadow Education on Students’ Mental Well-Being in South Korea / El impacto de la educación en la sombra en el bienestar mental de los estudiantes en Corea del Sur

Shadow education has become a global phenomenon fueled by escalating demands for academic success and competition. However, most existing research has focused on its relationship with academic achievement, leaving its impact on students’ mental well-being underexplored. South Korea offers a compelling case for examining shadow education due to its deeply ingrained cultural emphasis on educational achievement and its extensive shadow education system. In 2024, about 80% of South Korean students participated in shadow education, reflecting the widespread belief that educational achievement is closely tied to future social mobility and economic security. This study investigates the effects of shadow education on students’ mental well-being in South Korea, using data from the Korea Education Longitudinal Study of 2013 (KELS 2013). Results show that while participants initially reported better mental well-being, this association became nonsignificant after controlling for socioeconomic and psychosocial factors. Instead, peer relationships, teacher–student relationships, and parental emotional support were consistent predictors of positive mental health. These findings suggest that student mental well-being is shaped not by shadow education itself but by broader social contexts.