Abstract
This literature review synthesizes a wide range of scholarly articles and official documents to explore the multifaceted concept of well-being, particularly in the context of education and mental health. Drawing upon theoretical frameworks such as Maslow's hierarchy of needs, ecological systems theory, and positive psychology, the review provides a comprehensive examination of the various dimensions that contribute to individual well-being. Key themes include the importance of addressing physical, social, emotional, and spiritual aspects of well-being within educational settings, as well as the role of holistic wellness programs in promoting overall health and happiness. The review highlights the significance of subjective well-being as a subjective evaluation of an individual's quality of life, emphasizing the need for comprehensive measurement tools that capture both hedonic and eudaimonic aspects of well-being. Furthermore, the review discusses the relationship between well-being and academic achievement, underscoring the reciprocal nature of this association. It also explores the impact of social support networks, emotional intelligence, and coping strategies on well-being outcomes, emphasizing the importance of fostering open communication channels and providing access to support services for students. Moreover, the review addresses emerging challenges and opportunities in the field, such as the growing recognition of mental health literacy as a public health goal and the increasing use of technology, including social media and virtual reality, to assess and enhance well-being. Finally, it discusses relevant policy initiatives, including mental health legislation and educational reforms aimed at promoting student well-being and resilience. Overall, this literature review provides valuable insights into the complex interplay between well-being, education, and mental health, offering implications for research, practice, and policy development in these critical areas.
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