Abstract
To align with a more holistic perspective of wellness, the authors advocate for the inclusion of student subjective well-being (SWB) or happiness ratings as part of school climate assessment within school improvement plans (SIPs). Relevant theory and research demonstrate the reciprocal relationship between student perceptions of school climate and their overall SWB. Within the context of school improvement planning/assessment and counselor program accountability, the authors provide recommendations for school counselors’ evidence-based practice.
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