Are Greek school students flourishing?

Eleni Didaskalou, Eleni Andreou, Christina Roussi-Vergou, Grace Skrzypiec

Research output: Contribution to journalArticlepeer-review

7 Citations (Scopus)


Schools have a key role in promoting student social and emotional development and are encouraged to serve as a primary source of support, especially for those learners in need of special attention for addressing their needs. Young people’s subjective emotional-social well-being is a general indicator of their mental health status. In this article, we present an assessment of the emotional, psychological and social well-being of Greek adolescent students, determine whether they are flourishing or languishing and investigate whether well-being varies by gender, age and year level. Analysis of data from over 500 Greek adolescent students (year levels 6–10) who completed the Mental Health Continuum (MHC) scale indicated that over half of the participants were flourishing, while only a small proportion were languishing and the remainder had moderate mental health. Gender differences were identified with female students reporting more challenges to their well-being than their male peers. Additionally, younger students were more likely to be flourishing than older students.

Original languageEnglish
Pages (from-to)223-237
Number of pages15
JournalPastoral Care in Education
Issue number3
Early online date30 May 2018
Publication statusPublished - 2018


  • mental health
  • Students
  • well-being


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