A groundbreaking study from the University of South Australia (UniSA) highlights the importance of student wellbeing in academic performance, particularly in relation to NAPLAN testing. As testing begins today, researchers reveal that factors such as emotional wellbeing, engagement, and learning readiness significantly influence how students perform on these standardised assessments.
This world-first study analysed data from over 215,000 students in Years 4 to 10, drawing from the South Australian Wellbeing and Engagement Collection (WEC) to assess the impact of wellbeing on academic achievement in NAPLAN and PAT tests conducted between 2016 and 2019. The findings indicate that while standardised tests primarily measure academic skills, multiple dimensions of wellbeing are crucial for achieving academic success.
The research specifically identified “learning readiness”—which includes foundational skills like perseverance, confidence, and engagement—not only as desirable traits but as vital catalysts for improved academic performance. According to Dr. Rebecca Marrone, a lead researcher on the study, there exists an intricate relationship between student wellbeing and academic achievement. “Wellbeing is increasingly recognised as a crucial factor that can shape students’ academic success and overall development. Yet, it is often overlooked because education systems tend to focus on standardised academic achievement,” Dr. Marrone stated.
The study’s results suggest that when students are mentally and emotionally healthy, they are more likely to be engaged and motivated, leading to better academic outcomes. Dr. Marrone elaborated, “When we talk about learning readiness, we mean how prepared a child is to learn—not just academically, but also in their ability to stay focused, overcome challenges, and believe in their ability to succeed. It’s about having good learning habits and a motivation to learn, which together can help them perform better at school.”
UniSA’s Benjamin Lam emphasised that schools need to shift towards a model that values both student wellbeing and academic achievement as integral components of a holistic education. “Student learning is complex, and it is affected by a range of contextual and individual differences,” Lam noted. He cautioned against simplifying the relationship between wellbeing and academic success, stating, “We can’t infer that low-achieving students have low levels of wellbeing, or high-achieving students have high levels of wellbeing.”
The implications of this research are significant. Schools are encouraged to adopt learner profiles that incorporate wellbeing and engagement metrics alongside traditional grades. This approach will allow educators to better understand and respond to each student’s unique needs, fostering an environment where both academic and personal growth can flourish.
The findings also align with the Department for Education’s commitment to integrating mental health and wellbeing support within schools. Chief Executive Martin Westwell stated, “Academic achievement and learning readiness are intrinsically interconnected, and that is recognised through our Strategy for Public Education.” He emphasised the need to build not only academic knowledge but also the confidence, resilience, and engagement of students to ensure they thrive both at school and in life beyond.
Minister for Education, Training and Skills, Blair Boyer, reinforced the importance of mental health initiatives, indicating that South Australia is focused on creating supportive environments in schools. “If a student is struggling with their mental health, we know they will be less able to focus on school, lose connection with their friends, and start to disengage from study” Boyer remarked. He pointed out that the state has invested $50 million to recruit 100 mental health and learning support specialists based on-site at schools, marking the largest investment of its kind.
As South Australia invests in mental health resources for schools, this research serves as a timely reminder that education is about much more than just scores; it fundamentally involves building resilience, confidence, and a readiness to learn in students.
For further details, visit the full study at the University of South Australia: More than marks: How wellbeing shapes NAPLAN success.
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