Protocol for a Scoping Review of School-Based Well-Being Interventions in Educational Settings

Schools play an essential role not only in academic development but also in supporting students’ psychological and social well-being. Increasing attention has been given to interventions and programs designed to promote student well-being within school environments. In recent years, educational systems have increasingly implemented programs aimed at improving mental health, social-emotional development, and overall well-being among students. These initiatives often include social-emotional learning programs, school climate interventions, mental health promotion strategies, and whole-school well-being approaches. The growing global emphasis on student well-being has been reinforced by international policy agendas such as the Sustainable Development Goals, which highlight the importance of promoting both well-being and quality education. Despite the increasing number of school-based well-being initiatives, the characteristics and implementation of these programs vary widely across studies and educational contexts. Mapping existing interventions is necessary to understand the types of programs implemented and the outcomes used to evaluate them. A scoping review provides an appropriate approach to identify and synthesize the range of school-based well-being interventions described in the literature.