School Climate and Mental Well-Being among Public Senior Secondary School Students in Delta Central Senatorial District

This study examined the relationship between school climate and mental well-being among public senior secondary school students in Delta Central Senatorial District, Delta State, Nigeria. Specifically, it investigated the relationships of school safety, interpersonal relationships, and teaching and learning with students’ mental well-being. Bronfenbrenner’s Ecological Systems Theory provided the main theoretical framework, supported by Self-Determination Theory. The study adopted a convergent parallel mixed-methods design. The population comprised 45,318 students in Senior Secondary I-III across 196 public secondary schools. The quantitative sample consisted of 397 students selected from 20 public secondary schools across eight Local Government Areas, of whom 382 completed questionnaires were retrieved and analysed. Additionally, 24 students participated in semi-structured interviews. Data were collected using the researcher-developed School Climate and Mental Well-Being Questionnaire and an interview guide. Quantitative data were analysed using descriptive statistics, Pearson product-moment correlation, and multiple regression, while qualitative data were analysed thematically. The findings revealed significant positive relationships between school safety and mental well-being (r = .786, p < .001), interpersonal relationships and mental well-being (r = .842, p < .001), and teaching and learning and mental well-being (r = .684, p < .001). Multiple regression results showed that all three dimensions made significant positive contributions to mental well-being, with teaching and learning having the strongest unique contribution (β = .378, p < .001). The qualitative findings complemented the quantitative results, highlighting psychological security, emotional distress associated with negative relationships, confidence arising from effective teaching, and frustration associated with academic difficulties. The study recommends that school administrators monitor safety concerns, promote supportive interpersonal relationships, and encourage teachers to provide clear explanations and appropriate academic support. The findings establish associations rather than causal effects.

school climate, mental well-being, school safety, interpersonal relationships, teaching and learning

1. Adewuya, A. O., Oladipo, O. E., & Esangbedo, A. (2026). School protective factors and adolescent mental health in Nigeria: An investigation of cumulative effects, buffering mechanisms, and gender differences. BMC Psychology, 14, Article 399. https://doi.org/10.1186/s40359-026-04150-z [Google Scholar] [Crossref]

2. Aldridge, J. M., & McChesney, K. (2018). The relationships between school climate and adolescent mental health and wellbeing: A systematic literature review. International Journal of Educational Research, 88, 121-145. https://doi.org/10.1016/j.ijer.2018.01.012 [Google Scholar] [Crossref]

3. Awhangansi, S., Salisu, T., Awhangansi, O., Dadematthews, A., Abumere, E., Siddiq, B., Phillips, E., Mogan, M., Olushola, A., Archibong, A., Okewole, A., Adeosun, I., Sowunmi, O., Amosu, S., Lewis, M., Archard, P. J., Owoeye, O., & O’Reilly, M. (2025). Examining the role of bullying victimisation in predicting psychopathology among in-school Nigerian adolescents. Journal of Forensic Practice, 27(2), 149-165. https://doi.org/10.1108/JFP-06-2024-0031 [Google Scholar] [Crossref]

4. Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press. [Google Scholar] [Crossref]

5. Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268. https://doi.org/10.1207/S15327965PLI1104_01 [Google Scholar] [Crossref]

6. Emike, E. A. (2026). Teachers’ mental health awareness and self-efficacy, and students’ emotional well-being in secondary schools in Lagos, Nigeria. Gidan Madi Multi-Disciplinary Journal of Teacher Education, 2(2), 155-168. https://fcegmmdjte.org.ng/article/view/71 [Google Scholar] [Crossref]

7. Imasuen, K., & Ighodaro, I. T. (2025). Exploring the impact of academic stress on junior secondary school students in Oredo Local Government Area, Edo State, Nigeria. Benin Journal of Educational Studies, 30(1-2), 18-25. https://beninjes.com/index.php/bjes/article/view/146 [Google Scholar] [Crossref]

8. Keyes, C. L. M. (2002). The mental health continuum: From languishing to flourishing in life. Journal of Health and Social Behavior, 43(2), 207-222. https://doi.org/10.2307/3090197 [Google Scholar] [Crossref]

9. Korpershoek, H., Harms, T., de Boer, H., van Kuijk, M., & Doolaard, S. (2016). A meta-analysis of the effects of classroom management strategies and classroom management programs on students’ academic, behavioral, emotional, and motivational outcomes. Review of Educational Research, 86(3), 643-680. https://doi.org/10.3102/0034654315626799 [Google Scholar] [Crossref]

10. Kristensen, S. M., & Jeno, L. M. (2024). The developmental trajectories of teacher autonomy support and adolescent mental well-being and academic stress. Social Psychology of Education, 27, 1-32. https://doi.org/10.1007/s11218-024-09923-1 [Google Scholar] [Crossref]

11. Lester, L., & Cross, D. (2015). The relationship between school climate and mental and emotional wellbeing over the transition from primary to secondary school. Psychology of Well-Being, 5, Article 9. https://doi.org/10.1186/s13612-015-0037-8 [Google Scholar] [Crossref]

12. Leurent, B., Dodd, M., Allen, E., Viner, R., Scott, S., & Bonell, C. (2021). Is positive school climate associated with better adolescent mental health? Longitudinal study of young people in England. SSM - Mental Health, 1, Article 100033. https://doi.org/10.1016/j.ssmmh.2021.100033 [Google Scholar] [Crossref]

13. Odofin, T., & Igabari, Q. (2023). Assessment of mental health and examination anxiety of secondary school students in Delta Central Senatorial District, Delta State, Nigeria. Rivers State University Journal of Education, 26(2), 168-174. [Google Scholar] [Crossref]

14. Reshu, Kumar, S., & Rathi, A. (2025). Adolescent academic stress and exam anxiety in schools in the wake of the COVID-19 pandemic. Acta Psychologica, 261, Article 105820. https://doi.org/10.1016/j.actpsy.2025.105820 [Google Scholar] [Crossref]

15. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. https://doi.org/10.1037/0003-066X.55.1.68 [Google Scholar] [Crossref]

16. Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83(3), 357-385. https://doi.org/10.3102/0034654313483907 [Google Scholar] [Crossref]

17. United Nations. (n.d.-a). Goal 3: Ensure healthy lives and promote well-being for all at all ages. https://sdgs.un.org/goals/goal3 [Google Scholar] [Crossref]

18. United Nations. (n.d.-b). Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. https://sdgs.un.org/goals/goal4 [Google Scholar] [Crossref]

19. Wang, M.-T., & Degol, J. L. (2016). School climate: A review of the construct, measurement, and impact on student outcomes. Educational Psychology Review, 28(2), 315-352. https://doi.org/10.1007/s10648-015-9319-1 [Google Scholar] [Crossref]

20. Wang, M.-T., Degol, J. L., Amemiya, J., Parr, A., & Guo, J. (2020). Classroom climate and children's academic and psychological wellbeing: A systematic review and meta-analysis. Developmental Review, 57, Article 100912. https://doi.org/10.1016/j.dr.2020.100912 [Google Scholar] [Crossref]

21. World Health Organization. (2025, September 1). Mental health of adolescents. https://www.who.int/news-room/fact-sheets/detail/adolescent-mental-health [Google Scholar] [Crossref]

22. Yamane, T. (1967). Statistics: An introductory analysis (2nd ed.). Harper & Row [Google Scholar] [Crossref]

• Examine Sleep Deprivation among Adolescents: Evidence from a Selected Chinese High School in Johor, Malaysia
• Effectiveness of Learning PEMDAS through Game-Based Learning for Primary Students
• Socioeconomic Background and Self-Efficacy as Predictors of Emotional Resilience among In-School Adolescents in Abeokuta, Nigeria
• Muguka Related Activities on Students’ Self-Acceptance Levels in Mbeere South Sub County, Embu County, Kenya
• Emotional Neglect and Students’ Academic Performnce in Secondary Schools in Delta North Senatorial District