Table 2.

Study descriptor table.

Author and year	Objective statement	Wellbeing factor	Theme
Archambault et al., 2009	To assess the contribution of student engagement to school dropout	Students engagement and its specific dimensions	School dropout
Bergeron et al., 2011	To examine the association between STR and achievement motivation with a student’s intention to dropout	Teacher–student relationship (STR)	Student’s intention to drop out of school
Christle et al., 2007	To examine the relationship between school characteristics and dropout rates	School size, student body, student’s ethnicity, academic achievement, attendance rate, suspension rate, school-law violation rate	School dropout
Frostad et al., 2014	To assess the relationship between social participation and motivation to leave school	Social participation	School dropout
Gottfredson et al., 2005	To explore the association between school climate characteristics and school crime and disorder	School’s organisational characteristics	School crime and disorder
Lee and Burkam, 2003	To explore the relationship between a school’s structure and organisation and a student’s decision to dropout	Learning curriculum, sector and size, and STR.	Student’s intention to drop out of school
Lessard et al., 2010	To analyse the relationship between students’ school wellbeing and intention to dropout	Commitment, achievement, satisfaction	Student’s intention to drop out of school
Wang et al., 2013	To investigate the relationship between STR and adolescent depression and misconduct	STR	Behavioural problems in students
Welsh, 2001	To explore the effects of school climate and student characteristics on school disorder	School climate and student characteristics	Behavioural problems in students
Barile et al., 2011	To investigate associations between teacher evaluation and reward policies, and student performance and dropout	STR climate	Effects of teacher evaluation and reward policies
Hess and Copeland, 2001	To investigate the relationship between coping strategies for stress and rates of finishing school.	Stress-coping strategies	Dropout rate
Kelly et al., 2021	To investigate the efficacy of psycho-spiritual education on school wellbeing and school climate	Mentoring program teaching psycho-spiritual principles	School wellbeing and perceived school climate
LaRusso et al., 2007	To examine the implications of a respectful school climate on student drug use and depression	School climate (support from teachers)	Student drug use and depressive traits
Loukas et al., 2006	To examine if the school climate is associated to adolescent conduct problems through school connectedness	School climate (interaction and competition among students and satisfaction with classes)	Student conduct problems
Loukas et al., 2010	To examine the contributions of early school connectedness to adolescent behaviour problems	School connectedness (social relations)	Student conduct problems
Murray and Malmgren, 2005	To examine the effects of increasing adolescent–teacher relationship	STR	Effects of improved STR
Ryan and Patrick, 2001	To investigate the relation between school social environment and students’ motivation and engagement in school	Class social environment	Student motivation and engagement
Temple et al., 2000	To investigate the effects of participation in the Chicago Child–Parent Centre and Expansion Program on school dropout	Early childhood intervention	Problematic behaviour and dropout rates
Piñeiro-Cossio et al., 2021	To analyse interventions for the improvement of psychological wellbeing at school	Activities physics	Wellbeing school
Johns et al., 2019	To discuss the findings of the Symposium on Protective Factors for LGBTQ Students	School climate, supporting educators, student identity	Protective factors for LGBTQ students
Marx et al., 2017	To evaluate the effects of postponing the start of lessons to support health, education and wellbeing in secondary school students	Postponing the beginning of lessons	Start time of lessons and hours of sleep for increased wellbeing
O’Reilly et al., 2018	To identify those interventions that can support the promotion of students’ mental health	Internal cooperation of the school community	School interventions for wellbeing at school
Hou et al., 2021	To improve wellbeing literacy to increase wellbeing	Literacy on welfare	Literacy and wellbeing at school
Gobat et al., 2021	For formative and pragmatic evaluations of the educational process to promote school wellbeing	Mapping of the socio-cultural and political contest	Promoting wellbeing through a restorative practice approach
Littlecott et al., 2019	For understanding the social interactions of school staff to foster student wellbeing	Interactions mediated by social networks	Role of school staff and social network on student welfare
Fernandez and Benner, 2022	To propose coping strategies to reduce the malaise resulting from discriminatory treatment in educational disparities	Coping strategies	Discriminations in educational disparities
Chan et al., 2022	To assess the support students receive and the perceived degree of wellbeing	Family, peer and school support	Support and wellbeing in school
Saleem et al., 2022	To assess the protective effect of racial-ethnic socialisation on ethnicity-related stress	Ethnic-racial socialisation	Ethnic-racial socialisation to reduce the negative effects of stress related to ethnic differences
O’Donnell et al., 2022	To test a longitudinal model of promoting confidence in adults and psychological wellbeing among adolescents	Positive expectations from adults	Promotion of student welfare through adult support
Austin et al., 2022	To evaluate the relationship between racial-ethnic connectedness and behavioural and emotional problems	Racial-ethnic connectedness	Effects of racial-ethnic connectedness on the wellbeing of African-American students
Coetzee et al., 2022	To evaluate the usefulness of mental health programs for reducing symptoms of anxiety and depression	Mental health programmes	Positive effects of mental health programs on symptoms of anxiety and depression in students
Fu et al., 2022	To study the relationship between social support, self-efficacy and the perceived wellbeing of teachers	Social support	Positive effects of social support on well being
Salceda et al., 2022	To analyse the effects of a Dialogic Literary Gatherings intervention on well-being and school performance	Meetings literary dialogical	Dialogic Literary Gatherings intervention to promote wellbeing and academic achievement
Tsukawaki and Imura, 2022	To assess the type of humour that has positive effects on students’ mental health	Teachers’ humour	The effect of teachers’ humour on student wellbeing
Cittone and Villani, 2019	To allow the revision work carried out to identify the positive effect of psychomotor intervention on multiple areas of development	Psychomotor intervention	The positive effect of psychomotor intervention on movement, cognition and emotions
Song, 2021	To investigate the effects of teachers’ optimism and effectiveness on student wellbeing	Optimism and effectiveness of teachers	The effect of teachers’ optimism and effectiveness on student wellbeing
Zheng, 2021	To assess the importance of teacher support on student wellbeing	Quality of the STR	The importance of teacher support on student wellbeing
Hunter et al., 2022	To assess the effects of culturally rooted afterschool programmes on students’ self-esteem, resilience and cultural identity	Cultural rootedness of planned afterschool programmes	The effect of culturally rooted afterschool programmes on students’ self-esteem, resilience and cultural identity