In general, students with higher levels of emotional, behavioural, social, and school wellbeing, on average, have higher levels of academic achievement and are more engaged in school, both concurrently and in later years. According to Eurostat statistics, in 2012, about one fifth of 15 year olds showed insufficient abilities in reading, maths and science. This means that in order to meet Europe 2020 objectives in the field of education and training, the number of people with poor abilities needs to fall by almost a quarter to reach the set benchmark. On a global scale, U.S. and Israeli researchers found substantial evidence that schools with positive climates can narrow achievement gaps among students of different socioeconomic backgrounds and between students with stronger and weaker academic abilities.
On the other hand, VET is a sector where teachers and trainers mainly focus on developing students’ vocational knowledge and skills. Nevertheless, findings from recent research reveal that well-being is determined to a great extent by students’ experience in school, particularly their perception of the usefulness of what they are learning for a future job, whether teachers are welcoming, and the friendliness of co-students.
Our team is involved in a project aiming to promote physical health, emotional wellbeing and personal development of VET students through developing a bespoke European training course bringing together mentoring, physical activity and classroom support. challenges students face once introduced to work-based learning (apprenticeships, dual training systems, etc.).
 Review of Educational Research, a peer-reviewed journal of the American Educational Research Association