Govaris, ChristosChouvati, RaiaKassis, WassilisSidler, PetraJanousch, ClarissaErtanir, Beyhan2021-09-232021-09-232021-09-130883-03551873-538Xhttps://doi.org/10.1016/j.ijer.2021.101863http://dx.doi.org/10.26041/fhnw-3877https://irf.fhnw.ch/handle/11654/32640.1We detected three very similar school well-being patterns among migrant and native students for both countries. The highest school well-being pattern for migrant and native students is derived from a combination of low levels of fear/depression and high levels of self-determination, self-efficacy, and self-esteem in conjunction with high levels of life satisfaction, general well-being, and satisfaction with grades at school. Overall, we found that higher levels of social support, as introduced via teacher support and resilience, play a great role in determining the school well-being level that a young person achieves.en-USwell-beingschoolmigrant students01A - Beitrag in wissenschaftlicher Zeitschrift1-14