| Summary: | Educational institutions are crucial environments to promote students’ wellbeing. This
introduces major challenges into the processes of executing and evaluating programmes
such as the ones focused on achieving bullying-free schools. The concept of social
wellbeing that is used throughout the present paper is associated to the subjective sense
of action in the social construction and understanding of reality. The primary objective
was to examine the relationship between Family Support (FS) and Social Wellbeing (SW)
of high school education students in the state of Sonora, Mexico, as well as the effect of
potential mediation of the School Environment (SE). This research was carried out with
a cross-sectional sample of 265 teenagers (average age = 16 years old, SD=1.35), who
responded to a self-report scale developed for this research study. The structural model
has shown a high predictive power of SE as a mediating variable between FS and SW.
Furthermore, both immediate contexts of students, i.e. family and school, were found to
be relevant to their emotions and SW, which translates into a lower probability of being
a victim of bullying. Therefore, we discuss a concept of SW seen from a perspective
related to emotions, where material, economic, and/or monetary factors are not a priority.
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