Psychological well-being in adolescence has always been a focus of public attention and academic research. Ryff’s six-factor model of psychological well-being potentially provides a comprehensive theoretical framework for investigating positive functioning of adolescents. However, previous studies reported inconsistent findings of the reliability and validity of Ryff’s Scales of Psychological Well-being (SPWB). The present study aimed to explore whether Ryff’s six-factor model of psychological well-being could be applied in Chinese adolescents. The Scales of Psychological Well-being (SPWB) were adapted for assessing the psychological well-being of adolescents in mainland China. 772 adolescents (365 boys to 401 girls, 6 missing gender data, mean age = 13.65) completed the adapted 33-item SPWB. The data was used to examine the reliability and construct validity of the adapted SPWB. Results showed that five of the six sub-scales had acceptable internal consistency of items, except the sub-scale of autonomy. The factorial structure of the SPWB was not as clear-cut as the theoretical framework suggested. Among the models under examination, the six-factor model had better model fit than the hierarchical model and the one-factor model. However, the goodness-of-fit of the six-factor model was hardly acceptable. High factor correlations were identified between the sub-scales of environmental mastery, purpose in life and personal growth. Findings of the present study echoed a number of previous studies which reported inadequate reliability and validity of Ryff’s scales. Given the evidence, it was suggested that future adolescent studies should seek to develop more age-specific and context-appropriate items for a better operationalisation of Ryff’s theoretical model of psychological well-being.

Although being rooted in the work of ancient Greek philosophers, contemporary research on wellbeing is a relatively new phenomenon. As a term in the literature, wellbeing is often used interchangeably with others, such as happiness, flourishing, enjoying a good life and life satisfaction. Furthermore, the wellbeing of school-aged children is only beginning to be explored with increasing recognition that research conducted on adults cannot be uncritically applied to children and young people. This paper aims to address some of the complexities in conceptualising, and hence assessing, children and young people’s wellbeing by drawing on a recently completed study examining the role of creative initiatives in fostering wellbeing. The new instrument that was developed to capture children and young people’s perceptions of their wellbeing in school is outlined. Data are presented from a survey of 5170 students from 20 primary and 20 secondary schools across England that identify four dimensions of wellbeing. Differences in self-reported wellbeing relating to age, gender and type of school attended (Creative Partnerships versus other schools) are explored. The implications of these findings, particularly differences related to type of school attended, given the focus of this special issue, are considered.

Despite evidence indicating that self‐esteem (SE) may be considered a precondition to subjective well‐being (SWB), there are inconclusive findings regarding its developmental links with SWB. Considering the declines in SWB, the purpose of this study is to examine the developmental changes in SWB and its relationship with SE in early adolescence. The data of 11,231 adolescents aged 11 and 14 years old (50% females) from the Millennium Cohort Study were utilized. Latent mean comparison indicated that SWB declined substantially between 11 and 14 years old in the United Kingdom. Cross‐lagged modelling showed that SWB was developmentally unstable and that SE predicted later changes in SWB, whereas SWB did not predict changes in SE. SWB declines in the United Kingdom are mostly linked to less satisfaction with secondary school contexts and peer relationships. In short, SE is an important factor that can contribute to adolescents' SWB. Implications for educational policy and practice are discussed.

Despite growing concern about mental health problems in university students and increasing recognition that first‐generation university students (FGS) may face additional challenges, there has been no previous attempt to map the existing research on FGS mental health. The aim of this scoping review was to elicit current understanding of mental health problems in FGS from the literature. Following database searches and screening, 40 peer‐reviewed articles were included in the scoping review. Findings from these studies were synthesised for: types of mental health problems in FGS; prevalence of mental health problems in FGS compared to continuing‐generation students (CGS); factors associated with mental health problems in FGS; effects of mental health problems on FGS; help‐seeking for mental health problems in FGS; and interventions. Significant gaps were highlighted and recommendations made for future research, particularly outside the United States. True commitment to widening participation demands much more research on mental health problems in FGS to ensure that they thrive not just arrive. Context and implications: Rationale for this study: The aim of this scoping review was to map the existing international research on mental health problems in first‐generation university students (FGS). Why do the new findings matter?: The scoping review synthesises findings from 40 empirical studies published in peer‐reviewed journals, giving valuable insights into mental health problems in FGS and highlighting significant gaps in our understanding. Implications for higher education researchers and universities: The findings of the scoping review are a call to action for future research in this field. More studies are needed, particularly outside the United States, using a variety of research designs to gain a more comprehensive understanding of mental health problems in FGS. This research should be prioritised so that universities are provided with evidence‐based recommendations to mitigate and/or address mental health problems in FGS, thereby helping to ensure that they thrive in higher education.