Perceived school social environment and psychosocial wellbeing among upper secondary students

Teacher support, classroom climate, and students’ class and school belonging are central components of the school social environment and key determinants of adolescent wellbeing. Although these factors have been widely studied individually, little is known about how students’ experiences of support, climate, and belonging combine into broader person‑centered profiles in upper secondary education, or how such profiles relate to psychosocial outcomes. This study addressed this gap using data from a national survey of approximately 45,000 Finnish upper secondary students.Latent profile analysis based on teacher support, classroom climate, and class/school belonging identified a four‑profile solution. Class 1 (26.5%) showed high support, a positive climate, and strong belonging. Class 2 (13.5%) reflected low support, poor climate, and weak belonging, indicating a high‑risk group. Class 3 (58.5%) represented a near‑average profile, while Class 4 (1.5%) showed very low support, very poor climate, and very weak belonging, representing an exceptionally high‑risk subgroup. Profiles differed significantly in school engagement, social anxiety, and school burnout (all p values < .001). School engagement was highest in Class 1 and lowest in Classes 2–4, whereas social anxiety and school burnout were lowest in Class 1 and highest in Class 4, with Classes 2 and 3 showing intermediate levels. These findings demonstrate substantial variation in students’ perceived school social environments and highlight their strong links to psychosocial wellbeing. Strengthening teacher support, classroom climate, and students’ sense of belonging represents a scalable public health strategy to promote engagement and reduce psychological strain in upper secondary education.

Key messages

• Profiles based on teacher support, classroom climate, and class and school belonging reveal clear differences in students’ experiences, highlighting key public health concerns.

• Profiles differ in school engagement, social anxiety, and school burnout, underscoring the need for supportive school environments.