Youth well-being predicts later academic success

Abstract

Young people worldwide face new challenges as climate change and complex family structures disrupt societies. These challenges impact on youth’s subjective well-being, with evidence of decline across many countries. While the burden of negative well-being on productivity is widely examined amongst adults, its cost among youth remains understudied. The current research comprehensively investigates the relationship between youth subjective well-being and standardized academic test scores. We use highly controlled machine learning models on a moderately-sized high-school student sample (N~ 3400), with a composite subjective well-being index (composed of depression, anxiety and positive afect), to show that students with greater well-being are more likely to have higher academic scores 7–8 months later (on Numeracy: β*= .033, p = .020). This efect emerges while also accounting for previous test scores and other confounding factors. Further analyses with each well-being measure, suggests that youth who experience greater depression have lower academic achievement (Numeracy: β*= − .045, p = .013; Reading: β* = − .033, p = .028). By quantifying the impact of youth well-being, and in particular of lowering depression, this research highlights its importance for the next generation’s health and productivity.