Well-being at school is the hope for all students, helping them to survive their time there. However, many pupils experience low levels of well-being, which has an impact on their psychological state and academic outcomes. The purpose of this study is to determine whether social support in schools can strengthen the well-being of high school students in Surabaya. The approach taken in the research is quantitative correlational study. Data collection was made using self-report questionnaires to measure school well-being, support in schools, and self-esteem. The participants were 220 high school students. Path analysis procedures were performed to address the hypothesis; the results show that teachers’ social support and friend social are related to direct and indirect school well-being mediated by self-esteem. The study suggests that students can improve their well-being through support from school and their own self-esteem, and that policymakers in schools, mainly school principals and teachers, can also improve such well-being. The limitations and implications of the findings are discussed for future research.

Ahkam, M. A. (2019). Gambaran Kesejahteraan di sekolah pada siswa SMA (Description of welfare at school in high school students). School Well-Being Di Era Revolusi Industri 4.0, 6–7. Surabaya: Fakultas Psikologi Universitas Hangtuah Surabaya.

Ahkam, M. A., Dewi, R. S., & Nawangsari, F. N. (2020). Kesejahteraan di sekolah bagi siswa SMA: Konsep dan faktor yang berpengaruh.(Well-being in school for high school students: Concepts and influencing factors). Jurnal Psikologi TALENTA, 5(2), 97. https://doi.org/10.26858/talenta.v5i2.11738

Alivernini, F., & Manganelli, S. (2015). First Evidence on the Validity of the Students’ Relatedness Scale (SRS) and of the School Well-being Scale (SWS). Procedia - Social and Behavioral Sciences, 205, 287–291. https://doi.org/10.1016/j.sbspro.2015.09.079

Awartani, M., Whitman, C. V., & Gordon, J. (2008). Developing instruments to capture young people’s perceptions of how school as a learning environment affects their well-being. European Journal of Education, 43 (1).

Bint-E Tahir, W., Inam, A., & Raana, T. (2015). Relationship between Social Support and Self-Esteem of Adolescent Girls. IOSR Journal Of Humanities And Social Science (IOSR-JHSS), 20(2), 42–46. https://doi.org/10.9790/0837-20254246

Danielson, A. G., Samdal, O., Hetland, J., & Wold, B. (2017). School-related social support and students’ perceived life satisfaction. The Journal of Educational Research, 102(4), 303–318. https://doi.org/https://doi.org/10.3200/JOER.102.4.303-320

Diener, E. (1984). Subjective Well-Being. American Psychological Association, Inc, 95(3), 542–575.

Drane, J. W. (2005). Middle school students’ perceptions of quality of life. Journal of Happiness Studies, 6, 15–24. https://doi.org/10.1007/s10902-004-1170-x

Du, H., King, R. B., & Chi, P. (2017). Self-esteem and subjective well-being revisited: The roles of personal, relational, and collective self-esteem. PLoS ONE, 12(8), 1–17. https://doi.org/10.1371/journal.pone.0183958

Ebru Ikiza, F., & Cakarb, F. S. (2010). Perceived social support and self-esteem in adolescence. Procedia - Social and Behavioral Sciences, 5, 2338–2342. https://doi.org/10.1016/j.sbspro.2010.07.460

Effendi, A. S., & Siswati, S. (2017). Hubungan Antara School Well-being Dengan Intensi Delinkuensi Pada Siswa Kelas XI SMK Negeri 5 Semarang.( The Relationship Between School Well-being and Delinquency Intention in Class XI Students of SMK Negeri 5 Semarang) Empati, 5(2), 195-199.

Guess, P. E., & Mccane-Bowling, S. J. (2016). Teacher support and life satisfaction : An investigation with urban, middle school student. Education and Urban Society, 48(1(1), 30 –47. https://doi.org/10.1177/0013124513514604

Khatimah, H. (2015). Gambaran school well-being pada peserta didik program Kelas akselerasi di SMA Negeri 8 Yogyakarta (Description of school well-being in students of the accelerated class program at SMA Negeri 8 Yogyakarta). Psikopedagogiia, 4(1), 20–30. https://doi.org/10.12928/psikopedagogia.v4i1.4485

Kong, F., Ding, K., & Zhao, J. (2015). The Relationships Among Gratitude, Self- esteem, Social Support and Life Satisfaction Among Undergraduate Students. Journal of Happiness Studies, 16(2), 477–489. https://doi.org/10.1007/s10902- 014-9519-2

Konu, A. (2002). Well-being in schools: a conceptual model. Health Promotion International, 17(1), 79–87. https://doi.org/10.1093/heapro/17.1.79

Liu, W., Mei, J., Tian, L., & Huebner, E. S. (2016). Age and gender difference in the between school-related social support and subjective well-being in school among students. Social Indicators Research, 125(3), 1065–1083. https://doi.org/10.1007/s11205-015-0873-1

Mruk, C. J. (2006). Self-Esteem Research, Theory, and Practice Toward a Positive Psychology of Self-Esteem (3rd ed.). New York: Springer Publishing Company, Inc.

Nidianti, W. E., & Desiningrum, D. R. (2015). Hubungan antara school well-being dengan agresivitas. Jurnal Empati, 4(1), 202–207. Rohman, I. H., & Fauziah, N. (2017). Hubungan antara adversity intelegence dengan school well-being ( Studi pada Siswa SMA Kesatrian 1 Semarang) (The relationship between adversity intelligence and school well-being (Studies in SMA Kesatrian 1 Semarang). Empati, 5(2), 322–326.

Rosenberg, M. (1965). Society and The Adolescent Sef IImage. New Jersey: Princeton University Press.

Scrimin, S., Moscardino, U., Altoè, G., & Mason, L. (2016). Effects of perceived school well-being and negative emotionality on students’ attentional bias for academic stressors. British Journal of Educational Psychology, 86(2), 278–295. https://doi.org/10.1111/bjep.12104

Tian, L., Chen, H., & Huebner, E. S. (2013). Related Subjective Well-Being in Adolescents. https://doi.org/10.1007/s11205-013-0495-4

Tian, L., Du, M., & Huebner, E. S. (2014). The Effect of fratitude on elementary school students’ subjective well-being in schools : The mediating role of prosocial behavior. https://doi.org/10.1007/s11205-014-0712-9

Tian, L., Du, M., & Huebner, E. S. (2015). The Effect of gratitude on elementary school students’ subjective well-being in schools: The mediating role of prosocial behavior. Social Indicators Research, 122(3), 887–904. https://doi.org/10.1007/s11205-014-0712-9

Tian, L., Liu, B., Huang, S., & Huebner, E. S. (2013). Perceived social support and school well-being among Chinese early and middle adolescents: The mediational role of self-esteem. Social Indicators Research, 113(3), 991–1008. https://doi.org/10.1007/s11205-012-0123-8

Tian, L., Zhang, J., & Huebner, E. S. (2015). Preliminary Validation of the Brief Multidimensional Students’ Life Satisfaction Scale (BMSLSS) Among Chinese Elementary School Students. Child Indicators Research, 8(4), 907–923. https://doi.org/10.1007/s12187-014-9295-x

Tian, L., Zhao, J., & Huebner, E. S. (2015). School-related social support and subjective well-being in school among adolescents : The role of self-system factors. Journal of Adolescence, 45, 138–148. https://doi.org/10.1016/j.adolescence.2015.09.003