Abstract
The present study investigated the influences of student- and school-level factors on the mental well-being of Chinese primary and secondary school students (N = 6,612), in light of the 2023 Survey on Social and Emotional Skills (SSES) data. A hierarchical linear modeling (HLM) analysis was adopted as the statistical approach. At student-level, the results indicated that body image, health behaviors, positive emotions at school, growth mindset, sense of belonging at school, peer relationships, engagement at school, and participation in extra-curricular activities are all positively related to mental well-being; whereas, negative emotions at school and academic anxiety are negatively linked to mental well-being; in addition, bullying victimization, disruptive behaviors, and teacher-student relationships have no significant association with mental well-being. At school-level, it was found that positive attitudes and relations in school, school’s offer of extra-curricular activities, and school safety situation are all positively associated with mental well-being; whereas, teachers’ views on discrimination and equity, school practices to combat bullying, social and emotional learning, and parent engagement in school have no significant association with mental well-being. The research findings were discussed in terms of Chinese cultural and educational context, which may provide potential policy implications for improving the mental well-being of Chinese primary and secondary school students.