Mental Health of High School Students: The Role of Psychological Flexibility and Well-Being

The aim of the study was to analyze the relationships between psychological flexibility and rigidity, psychological distress, and subjective well-being. A quantitative cross-sectional design and standardized DASS-21, WHO-5, and MPFI questionnaires were used in a sample of 211 students aged 15-19 (M = 16.66; SD = 0.74). 50.9% were girls, 42.5% were boys, and the remaining respondents indicated another gender or did not specify their gender. Psychometric checks of the scales, descriptive analyses, correlation analyses, and multiple linear regressions with age and gender controls were performed. Differences between groups by gender were verified using the Kruskal-Wallis test. Increased distress (64%) and reduced well-being (WHO-5 < 50; 56%) were observed in the sample. Mental rigidity was found to be consistently associated with higher levels of depression, anxiety, and stress (β = .59-.62 for distress indicators) and lower levels of subjective well-being (β = −.51). Mental flexibility, on the other hand, was associated with lower levels of depressive symptoms (β = −.19) and higher well-being (β = .22). Boys showed a more favorable profile than girls. The findings support the use of preventive and intervention programs aimed at developing mental flexibility in the school environment.