Well-being and stress in young people: you can flourish and struggle at the same time

We often think of well-being and stress as two ends of the same line. If you feel good, you’re not stressed; if you’re stressed, you can’t be doing well. But it’s not that simple, as new research from the University of the Sunshine Coast shows.

Among 12- to 14-year-olds, the researchers identified four groups: young people who flourish with low stress, those who thrive with stress, those who languish with stress, and a small group who languish but report little stress. My first reaction to this study was: Ah, of course!

Flourishing, but feeling the pressure

The most striking finding? The largest group consisted of those who were “flourishing” yet also experienced high psychological distress. These adolescents scored high on vitality, self-worth, and satisfaction — but also on anxiety and low mood. They seem to function well on the surface but may carry hidden risks. According to the researchers, this combination might point to young people who are currently protected by their environment — parents, school, friends — yet vulnerable if that support disappears.

Nearly two-thirds of participants switched categories during the year. A single measurement would have given a wrong impression for half of them. This shows how important it is to measure well-being and stress not as opposites, but as two separate dimensions that can intersect.

The authors therefore argue for school programmes that not only reduce stress but also actively promote positive emotions, engagement, and purpose. And for more regular monitoring — not a mountain of questionnaires, but brief tools that make fluctuations visible. In this study, 36 short items were enough to give a nuanced picture.

A lesson for schools

For schools, this means that one wellbeing survey per year tells us very little. A student may flourish in April and crash in September — or the other way around. By checking in more often, not only on problems but also on positive experiences, we can offer better support.

The study confirms what many teachers already sense: a student who laughs, performs well, and seems popular can still feel terrible inside. Wellbeing is not the absence of stress — it’s a separate layer of our mental life. And understanding that makes prevention and guidance far more realistic.

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