The Influence of Well-Being Towards Academic Achievement Among Elementary Learners

This study investigates the relationship between student well-being— specifically emotional stability, resilience, and social-emotional skills—and academic achievement among 342 Grade 6 students from five rural schools in District V, Division of Valencia City, Bukidnon, during the 2024-2025 school year. Using a descriptive-correlational approach and an adapted questionnaire, data were analyzed to assess levels of well-being and academic achievement, as well as to identify the impact of each well-being dimension on academic outcomes. Descriptive statistics revealed that students generally demonstrated high levels of emotional stability, resilience, and social-emotional skills, with over 60% achieving “strongly satisfactory” or higher in academic performance. Pearson’s r indicated significant positive correlations between emotional stability and academic achievement, followed by social-emotional skills. Resilience, however, showed a weak and statistically insignificant correlation with academic performance. Regression analysis confirmed emotional stability as the most significant predictor of academic success, while social-emotional skills had a positive but lesser impact. Resilience did not emerge as a significant predictor, suggesting its role may be more context dependent. The findings underscore the importance of fostering emotional stability and social-emotional skills within educational practices to enhance student achievement. Recommendations include implementing or expanding social- emotional learning (SEL) programs focusing on emotional regulation, self- awareness, and interpersonal skills. Additionally, schools should promote supportive environments that prioritize emotional well-being and address potential stressors. Further research is advised to explore the nuanced role of resilience and how external factors such as socio-economic status may influence its effect on academic outcomes.