Counseling Interventions for Academic Resilience and School Well-Being: A Systematic Literature Review

Abstract

Academic resilience and school well-being are increasingly recognized as critical constructs in fostering student success and holistic development. This article aims to systematically synthesize the relationship between academic resilience and school well-being, identify influencing factors, and evaluate the effectiveness of counseling interventions in enhancing both constructs. Employing a Systematic Literature Review (SLR) guided by the PRISMA framework, the study followed stages of identification, screening, eligibility, and inclusion of relevant articles retrieved from major scholarly databases. Thematic analysis was applied to categorize findings into key domains. Results indicate that academic resilience and school well-being are interrelated and shaped by individual, social, and environmental factors. Counseling-based interventions—including mindfulness practices, cognitive behavioral therapy, and positive psychology approaches demonstrated significant effectiveness in strengthening resilience and well-being. Moreover, multicomponent interventions yielded more sustainable outcomes compared to single-method approaches. The findings underscore the importance of developing comprehensive and integrated counseling interventions to support students’ academic resilience and school well-being. This study contributes to the theoretical foundation and practical advancement of counseling in educational contexts, offering implications for policy, practice, and future research.