Akademik Veri Yönetim Sistemi
Child Indicators Research, cilt.18, sa.6, ss.2737-2757, 2025 (SSCI, Scopus)
Mental health has long been defined not only by the absence of psychological distress, but also by the presence of positive characteristics. In this context, it is important to focus on students’ strengths rather than a problem-oriented approach when assessing their mental health. The purpose of this study was to examine whether meaningful school mediates the relationships between school bullying and both student wellness and psychological distress among Turkish adolescents. As a preparatory step for this main aim, we evaluated the psychometric properties of the Turkish version of the California Student Wellness Index (CSWI-T). The study was conducted with a sample of 428 high school students, 286 female (66.80%) and 142 male (33.20%), aged 14–19 years (M = 16.23, SD = 1.22). The findings indicate that the CSWI-T is a valid and reliable instrument for assessing and monitoring school-based mental health among Turkish adolescents. In addition, school bullying significantly and negatively predicted meaningful school perception and student wellbeing. School bullying positively predicted psychological distress in adolescents, and meaningful school played a mediating role in the relationship between school bullying and both psychological distress and student wellbeing. These findings emphasize the need for targeted intervention programs aimed at reducing violence and stress levels in school environments and increasing students’ psychological wellbeing. Future research may shed light on the development of effective strategies to support at-risk adolescents and promote a meaningful perception of school by contributing to efforts to prevent violence and stress in schools.