Protocol for a Scoping Review on Conceptualizations and Dimensions of School Well-Being in Educational Research

School well-being has become an increasingly important focus in educational research as schools are recognized not only as places for academic learning but also as environments that influence students’ psychological, social, and emotional development. A growing body of research has examined how school environments contribute to students’ well-being, including aspects such as school climate, belonging, and connectedness. In recent years, global policy agendas have increasingly emphasized the importance of promoting well-being in education. The adoption of the Sustainable Development Goals by the United Nations in 2015 highlighted the importance of both quality education and well-being among children and adolescents. As a result, research on student well-being in school settings has expanded significantly across multiple disciplines including education, psychology, and public health. Despite this growing interest, the concept of school well-being is conceptualized and operationalized in different ways across studies. Some research defines school well-being through constructs such as school climate, school belonging, or school connectedness, while others conceptualize it using broader psychological or social indicators. This diversity of definitions and frameworks makes it difficult to obtain a comprehensive understanding of how school well-being is conceptualized within educational research. A scoping review is therefore appropriate to systematically map the conceptualizations and dimensions of school well-being and to identify how this concept has been defined and measured in the literature.