A Comprehensive Study on Wellness-Oriented Counselling for School Students

International Journal of Research (IJR) e-ISSN: 2348-6848 p-ISSN: 2348-795X Vol. 12 Issue 12 December 2025 Received: 22 November 2025 259 Revised:12 December 2025 Accepted: 18 December 2025 Copyright  authors 2025 DOI: HTTPS://DOI.ORG/10.5281/ZENODO.17979215 A Comprehensive Study on Wellness-Oriented Counselling for School Students Amol Lale Research Scholar, Department of Psychology, Mansarovar Global University, Billkisganj, Sehore, Bhopal, Madhya Pradesh-466111 Mamta Vyas Professor, Department of Psychology, Mansarovar Global University, Billkisganj, Sehore, Bhopal, Madhya Pradesh-466111 Corresponding Email – [email protected] Abstract This study examined the relationship between student wellness, quality of life (QoL), and school counselling practices using quantitative and qualitative data. The results showed that physical wellness had the highest mean score (3.8), while emotional wellness was lowest (3.1), indicating significant emotional challenges among students. QoL analysis revealed strong performance in physical health (Mean = 72) but lower psychological health (Mean = 65), with 58% of students reporting moderate QoL. A strong positive correlation (r = 0.68) was found between overall wellness and QoL, with emotional wellness showing the strongest association with psychological QoL (r = 0.72). Counselling data highlighted major gaps, including limited full-time counsellors (40%), low wellness activities (30%), and minimal digital counselling access (20%). The findings emphasize the need for comprehensive, wellness-oriented counselling to support students’ emotional, social, and academic well-being. Keywords: Student Wellness, Quality of Life, School Counselling, Emotional Well-being Introduction Student wellness has increasingly become an essential component of modern educational systems, as schools are recognized not only as academic institutions but also as environments that significantly influence the physical, emotional, psychological, and social well-being of children. In the 21st century, students face rising academic pressure, competitive expectations, exposure to social media, behavioural challenges, stress, and mental health concerns—all of which highlight the urgent need for holistic and effective school counselling International Journal of Research (IJR) e-ISSN: 2348-6848 p-ISSN: 2348-795X Vol. 12 Issue 12 December 2025 Received: 22 November 2025 260 Revised:12 December 2025 Accepted: 18 December 2025 Copyright  authors 2025 DOI: HTTPS://DOI.ORG/10.5281/ZENODO.17979215 systems (UNICEF, 2021). With growing awareness about child and adolescent mental health, educational institutions are expected to address not just learning outcomes but also the overall developmental needs of students (WHO, 2020). Wellness-oriented counselling differs fundamentally from traditional academic guidance because it emphasises the multidimensional aspects of student development, including physical, emotional, social, spiritual, and cognitive wellness (Seligman, 2011). This approach aligns with holistic models of well-being, such as the PERMA model, which emphasises positive emotions, engagement, relationships, meaning, and accomplishment. Research shows that students exhibiting higher levels of wellness tend to demonstrate better concentration, improved classroom engagement, stronger peer interactions, greater emotional resilience, and an overall higher quality of life (American School Counselor Association, 2019). Wellness-based counselling not only supports academic success but also promotes the development of life skills, coping strategies, and mental health competencies necessary for long-term personal growth. Despite the proven benefits, counselling practices in many schools remain limited to academic guidance or behavioural correction. Several studies indicate that the absence of professionally trained counsellors, lack of institutional awareness, persistent stigma surrounding counselling, and inadequate infrastructure create significant barriers to implementing comprehensive wellness frameworks within schools (Corey, 2017). In many contexts, counsellors manage large student populations, resulting in insufficient individualized attention. Additionally, parents and community members often hold misconceptions about counselling, associating it only with problematic behaviour rather than wellness enhancement (NCERT, 2020). Given these challenges, there is a pressing need to re-examine and strengthen school counselling frameworks through a wellness-oriented lens. This study attempts to analyse the significance of wellness-based counselling, explore its impact on students’ overall quality of life, assess the current counselling practices employed in schools, and identify the challenges encountered in integrating wellness into educational environments. The study also aims to present practical strategies and opportunities for improving wellness-focused counselling, thereby contributing to the development of emotionally healthy, socially responsible, and academically successful students. International Journal of Research (IJR) e-ISSN: 2348-6848 p-ISSN: 2348-795X Vol. 12 Issue 12 December 2025 Received: 22 November 2025 261 Revised:12 December 2025 Accepted: 18 December 2025 Copyright  authors 2025 DOI: HTTPS://DOI.ORG/10.5281/ZENODO.17979215 Material and Method This study followed a descriptive and analytical research design to examine wellness-oriented counselling among school students. A sample of 120 students, 10 teachers, and 5 counsellors was selected, with students chosen through stratified random sampling and teachers and counsellors through purposive sampling. Data were collected using four tools: a Student Wellness Assessment Scale, a Quality of Life (QoL) Questionnaire based on the WHOQOL framework, an Observation Checklist, and Semi-Structured Interview Schedules. The wellness scale measured physical, emotional, social, and academic wellness on a five-point Likert scale, while QoL scores were calculated across physical, psychological, social, and school environment dimensions. Reliability of the tools was confirmed through a pilot study, with Cronbach’s alpha values of 0.82 and 0.85 respectively. Data collection involved questionnaires, school observations, and interviews conducted ethically with informed consent. Quantitative data were analysed using descriptive statistics and Pearson’s correlation, while qualitative data were examined through thematic analysis to identify patterns related to student wellness and counselling practices. Result and Discussion This Study presents a comprehensive analysis and interpretation of the data collected through wellness scales, quality of life assessments, observations, and interviews. The findings are discussed in alignment with the objectives of the study, offering a deeper understanding of students’ overall well-being and the role of wellness-oriented counselling in school settings. The results reveal significant trends across physical, emotional, social, and academic wellness dimensions, along with corresponding patterns in students’ quality of life. By integrating quantitative results with qualitative insights from teachers and counsellors, this chapter highlights critical issues, emerging needs, and opportunities for strengthening student support systems. Student Wellness Analysis The results presented in Table 1: Student Wellness Scores (N = 120) provide a detailed statistical analysis of four key wellness dimensions. The data show that physical wellness has the highest mean score (3.8, SD = 0.72), indicating that students generally maintain good International Journal of Research (IJR) e-ISSN: 2348-6848 p-ISSN: 2348-795X Vol. 12 Issue 12 December 2025 Received: 22 November 2025 262 Revised:12 December 2025 Accepted: 18 December 2025 Copyright  authors 2025 DOI: HTTPS://DOI.ORG/10.5281/ZENODO.17979215 physical health and energy levels. In contrast, emotional wellness has the lowest mean score (3.1, SD = 0.83), reflecting significant emotional strain, including stress, anxiety, and challenges in coping with academic and social pressures. Social wellness (Mean = 3.4, SD = 0.69) and academic wellness (Mean = 3.2, SD = 0.88) fall within the moderate range, suggesting that students experience average peer support and academic confidence. Collectively, the results in Table 1 highlight that while students show strength in physical health, emotional and academic well-being remain areas requiring targeted counselling, emotional support, and structured wellness programs. Table 1: Student Wellness Scores (N = 120) Wellness Dimension Mean Score Standard Deviation (SD) Analytical Remarks Physical Wellness 3.8 0.72 Moderate–High Emotional Wellness 3.1 0.83 Moderate/Low Social Wellness 3.4 0.69 Moderate Academic Wellness 3.2 0.88 Moderate Table 2: Overall Wellness Levels of Students Wellness Level Frequency Percentage (%) High Wellness 30 25% Moderate Wellness 60 50% Low Wellness 30 25% Further classification of overall wellness status is shown in Table 2: Overall Wellness Levels of Students, which strengthens the understanding of the distribution of student wellbeing. The findings indicate that 50% of the students fall under the moderate wellness category, International Journal of Research (IJR) e-ISSN: 2348-6848 p-ISSN: 2348-795X Vol. 12 Issue 12 December 2025 Received: 22 November 2025 263 Revised:12 December 2025 Accepted: 18 December 2025 Copyright  authors 2025 DOI: HTTPS://DOI.ORG/10.5281/ZENODO.17979215 suggesting that most students maintain an average level of well-being but are not flourishing. Additionally, 25% of the students show high wellness, reflecting strong coping skills and welldeveloped physical, social, and emotional attributes. However, an equal 25% of the students fall into the low wellness category, signalling potential risk for emotional, academic, or behavioural difficulties. This distribution underscores the need for early identification and timely intervention for students with low wellness, as well as the importance of strengthening wellness-oriented counselling to support the moderate group in progressing toward higher levels of well-being. Students Quality of Life The data presented in Table 3: Quality of Life (QoL) Scores of Students shows that students report relatively strong physical health, with the highest mean score of 72, indicating good levels of energy, fitness, and overall physical functioning. The school environment dimension also shows a high mean score of 70, suggesting that students perceive their school setting as safe, supportive, and academically encouraging. Table 3: Quality of Life (QoL) Scores of Students QoL Dimension Mean Score (out of 100) Analytical Remarks Physical Health 72 Good Psychological Health 65 Moderate Social Relationships 68 Moderate School Environment 70 Good Table 4: Overall Quality of Life Levels QoL Level Frequency Percentage (%) High QoL 28 23% Moderate QoL 70 58% Low QoL 22 19% International Journal of Research (IJR) e-ISSN: 2348-6848 p-ISSN: 2348-795X Vol. 12 Issue 12 December 2025 Received: 22 November 2025 264 Revised:12 December 2025 Accepted: 18 December 2025 Copyright  authors 2025 DOI: HTTPS://DOI.ORG/10.5281/ZENODO.17979215 In contrast, psychological health records a lower mean score of 65, reflecting moderate mental well-being and revealing the presence of emotional stress, anxiety, or reduced selfconfidence among some students. Similarly, social relationships, with a mean score of 68, fall within the moderate range, indicating that while students generally maintain positive peer interactions, some difficulties in social bonding or support still exist. Overall, Table 3 highlights that the psychological and social domains need additional attention and support through wellness-oriented counselling. QoL levels in Table 4: Overall Quality of Life Levels shows that 58% of students fall under the moderate QoL category, indicating an average level of life satisfaction but limited overall well-being. A smaller proportion, 23%, fall under high QoL, reflecting students with strong psychological, social, and physical functioning. However, 19% of students exhibit low QoL, which is a significant concern, as it suggests emotional, social, or academic challenges affecting their daily lives. The combined findings from Table 3 and Table 4 indicate that although many students perform moderately well, a considerable proportion require targeted psychological and social support to enhance their quality of life. These results emphasize the need for integrating wellness-oriented counselling within school systems to improve students’ emotional resilience, social functioning, and overall life satisfaction. Correlation of Wellness and QoL The results presented in Table 5 show a strong and positive relationship between student wellness and overall quality of life. The correlation between overall wellness and QoL (r = 0.68) indicates that as students’ wellness improves across physical, emotional, social, and academic dimensions, their overall life satisfaction also increases significantly. The strongest correlation appears between emotional wellness and psychological QoL (r = 0.72), which confirms that emotional stability, stress management, and mental resilience are critical predictors of psychological well-being. The relationship between social wellness and social relations (r = 0.61) is moderate but meaningful, suggesting that supportive friendships and positive peer interactions enhance students perceived quality of life. Similarly, academic wellness shows a moderate correlation with school environment (r = 0.57), indicating that academically confident students are more likely to view their school environment positively. Overall, the findings in Table 5 highlight that enhancing student wellness—especially International Journal of Research (IJR) e-ISSN: 2348-6848 p-ISSN: 2348-795X Vol. 12 Issue 12 December 2025 Received: 22 November 2025 265 Revised:12 December 2025 Accepted: 18 December 2025 Copyright  authors 2025 DOI: HTTPS://DOI.ORG/10.5281/ZENODO.17979215 emotional and social aspects play a significant role in improving their overall quality of life, reinforcing the value of wellness-oriented counselling in school settings. Table 5: Correlation Between Wellness and QoL Variable Pair Correlation (r) Strength Analytical Remarks Overall Wellness ↔ QoL 0.68 Strong Higher wellness increases QoL Emotional Wellness ↔ Psychological QoL 0.72 Strong Emotional stability improves mental health Social Wellness ↔ Social Relations 0.61 Moderate Peer support improves QoL Academic Wellness ↔ School Environment 0.57 Moderate Academic confidence increases school satisfaction Counselling Practices in Schools The findings in Table 6 indicate major gaps in the counselling infrastructure and wellness-oriented services available in schools. Only 40% of schools have a full-time counsellor, showing that the majority rely on part-time or visiting counsellors, which limits consistent support for students. Although 55% of schools have a private counselling room, 45% lack adequate confidential space, reducing the effectiveness of counselling interactions. The data further reveal that wellness activities such as yoga, mindfulness, or emotional well-being sessions are conducted in only 30% of schools, indicating a serious shortage of structured wellness programs. Life-skills sessions, essential for developing coping and resilience skills, are conducted in only 42% of schools, demonstrating inconsistent implementation across institutions. International Journal of Research (IJR) e-ISSN: 2348-6848 p-ISSN: 2348-795X Vol. 12 Issue 12 December 2025 Received: 22 November 2025 266 Revised:12 December 2025 Accepted: 18 December 2025 Copyright  authors 2025 DOI: HTTPS://DOI.ORG/10.5281/ZENODO.17979215 Table 6: Observed Counselling Practices in Schools Counselling Indicator Yes (%) No (%) Analytical Remarks Full-time Counsellor Available 40 60 Limited counselling staff Private Counselling Room 55 45 Many schools lack privacy Wellness Activities Conducted 30 70 Very limited wellness programs Life-Skills Sessions 42 58 Not regularly implemented Stress-Management Workshops 25 75 Very low Parent Involvement 35 65 Low awareness Digital Counselling Availability 20 80 Very limited Stress-management workshops show the lowest presence, with only 25% of schools conducting them, despite high levels of academic and emotional stress reported among students. Parent involvement remains low, with only 35% participation, revealing limited home–school collaboration in addressing students’ emotional and behavioural needs. Furthermore, digital counselling availability is extremely limited (20%), highlighting the underutilization of technology-based mental health support systems that could enhance accessibility. Overall, the data in Table 6 show that counselling practices in schools are insufficiently developed, predominantly academic-focused, and lack the holistic, wellnessoriented approach necessary for supporting students’ emotional, social, and psychological wellbeing. Student Stress Factors he analysis of stress sources shows that 62% of students experience academic pressure, and 57% report exam anxiety. Peer pressure (40%), social media stress (38%), and family issues (28%) also affect student wellness. These findings reveal that schooling environments are highly demanding and that external factors such as social media further intensify emotional International Journal of Research (IJR) e-ISSN: 2348-6848 p-ISSN: 2348-795X Vol. 12 Issue 12 December 2025 Received: 22 November 2025 267 Revised:12 December 2025 Accepted: 18 December 2025 Copyright  authors 2025 DOI: HTTPS://DOI.ORG/10.5281/ZENODO.17979215 strain. This stress influences emotional wellness and impacts psychological QoL, as reflected in the data. Table 7: Student Stress Factors Stress Category Percentage (%) Academic Pressure 62% Exam Anxiety 57% Peer Pressure 40% Social Media Stress 38% Family Issues 28% Conclusion The overall analysis of the study clearly shows that student wellness and quality of life are closely connected and significantly influenced by school counselling practices. The wellness data revealed that physical wellness had the highest mean score (3.8), while emotional wellness was the lowest (3.1), indicating that students experience considerable emotional stress despite maintaining good physical health. The distribution of wellness levels further showed that 50% of students fall under moderate wellness, while 25% each fall in high and low wellness categories, highlighting the need for early identification and sustained support for emotionally vulnerable learners. Similarly, the Quality of Life (QoL) analysis showed stronger performance in physical health (Mean = 72) and school environment (Mean = 70), whereas psychological health scored the lowest (Mean = 65). The overall QoL levels indicated that 58% of students experience moderate QoL, and 19% fall into low QoL, reinforcing that a considerable number of students require targeted emotional and psychological assistance. The correlation results provided further insight, demonstrating a strong positive relationship (r = 0.68) between overall wellness and QoL. Emotional wellness showed the strongest correlation with psychological QoL (r = 0.72), confirming that emotional stability is a central factor in students’ mental health. Moderate correlations for social wellness (r = 0.61) and academic wellness (r = 0.57) highlight the influence of peer support and academic confidence on overall student well-being.