Well-Being and Academic Achievement: Differences Between Schools From 2002 to 2010 in the Helsinki Metropolitan Area

Abstract

BACKGROUND: We studied school-level differences in academic achievement and well-being from 2002 to 2010 in the Helsinki Metropolitan Area, as well as the connection between academic achievement, well-being, and socioeconomic composition. METHODS: The School Health Promotion Study covered 109 schools and 78% of schoolchildren (N = 100,413; aged 14 to 16 years). Depression was measured with the modified Beck Depression Scale and academic achievement with the grade-point average. Trajectory analysis identified groups of schools that were as heterogeneous over time as possible. RESULTS: Six school trajectories differing in academic achievement and 3 in well-being were observed. Differences between the trajectories persisted over time. Academic achievement and well-being were related: schools on a poor achievement trajectory were more often on a low-well-being trajectory. The poor socioeconomic composition of students was more common in low-academic achievement and well-being trajectories. CONCLUSIONS: Academic achievement and well-being differed between schools and are closely related to each other and to the school's socioeconomic composition. Differences between the schools did not increase over time. Educational policies aimed at reducing differences should address both academic achievement and well-being.