Nur Muhammad Al Farabi, I Gusti Ayu Agung Noviekayati, Suhadianto
School well-being is a key determinant of students' academic engagement and mental health, yet the range of psychological factors shaping it has not been comprehensively synthesised. This systematic literature review identifies and synthesises psychological factors influencing school well-being among students. A systematic search was conducted across PubMed, ScienceDirect , and ERIC for empirical quantitative studies published between 2016 and 2026, following PRISMA 2020 guidelines. Of 1,264 records identified, 40 studies met the inclusion criteria and were appraised using JBI Critical Appraisal Checklists. Findings show that emotional intelligence, self-efficacy, resilience, intrinsic motivation, emotion regulation, growth mindset, and gratitude consistently and positively predict school well-being, with resilience and social support frequently acting as mediators. Perceived teacher, peer, and parental support also contributed indirectly through these psychological pathways. The review concludes that school well-being is substantially shaped by internal psychological resources rather than structural factors alone, supporting the integration of psychological skill-building programmes into school-based interventions. Longitudinal and cross-cultural research is recommended to strengthen causal inference.