Associations Between Student Well-Being and Classroom Adjustment Through the Mediation of Social Support in Japanese Primary School

Japan ranked low on child well-being among developed countries in an international survey. Mental health services can provide accessible care to school children when evidence-based practices are employed in schools. However, research in Japan has revealed that schools experience difficulties with the implementation thereof. Therefore, it is imperative to promote effective feasible education in universal school settings so as to promote students’ mental health and well-being. The purpose of the present study was to identify factors associated with student well-being, including classroom adjustment and perceived social support, as well as associations with student well-being, which could lead to well-being education that is suitable for a Japanese school context. Primary school children between the ages of 7 and 12 years completed a survey under a teacher’s supervision. In essence, the results revealed that various variables were related to Japanese students’ well-being. Relationships between classroom adjustment and student well-being can be promoted by social support, which, in turn, can provide empirical implications for the efficacy of well-being education in Japanese schools.