It might sound a bit obvious but new research shows that wellbeing is significantly, positively related to academic achievement in students. The real interesting bit that the Belfast researchers found is the following: the positive relationship between well-being and achievement is the same for all children, regardless of their gender or socio-economic background. Because of this they suggest that efforts to improve achievement that focus on well-being should not be targeted specifically to children in economically deprived areas or be modified in terms of gender. Instead, a more universal approach to promoting well-being across the population would be appropriate in order to improve educational achievement. (I found this research through The Best Evidence In Brief-mailinglist, a great source for education delivered by the John Hopkins University)

By the way, I do think this is quite the opposite.

Abstract of the research:

The study explored the relationship between student wellbeing and academic achievement among 7–11 years old students and whether the relationship was moderated by gender and deprivation. 1081 students in Northern Ireland participated in a cross-sectional survey that captured data on academic achievement and a range of wellbeing indicators. Findings suggested the existence of an underlying wellbeing factor, which was positively related to achievement. The relationship was not moderated by gender and/or deprivation. Findings were explored using a model of ‘academic buoyancy’. There was no evidence that suggested efforts to improve achievement that focus on wellbeing should be targeted specifically at students in economically deprived areas or be modified in terms of gender.