The OECD has produced an international study of well-being and how young people feel about their lives.
The think tank’s education director Andreas Schleicher explains how much positive impact can come from simple changes such as parents taking time to talk to their children and eating a meal together.
Perhaps the most distressing threat to student well-being is bullying, and it can have serious consequences for the victim, the bully and bystanders.
This international study shows how widespread this can be, across borders and cultures, in schools of many different kinds.
On average, across OECD countries, about 11% of teenagers reported they were frequently mocked, 7% were "left out of things", 8% were the subject of hurtful rumours and about 4% - that is still roughly one per class - were being hit or pushed around.
A substantial number of young people feel isolated, humiliated, feel like an outsider at school or are physically assaulted.
This matters, because schools are not just places where students learn about academic subjects.
It’s one of the first places where children experience society and the behaviour of other people. It should be where young people learn about resilience and ambition.
And whether positive or negative, this time in school will have a profound influence on these young people.
The evidence of countries such as Finland, the Netherlands and Switzerland shows that it is not a case of choosing between high academic standards and high levels of satisfaction with life - it is possible to have both.
It also shows there is no link between long hours of study and students’ sense of satisfaction. The frequency of tests, perhaps counter to expectations, also seems to be unrelated to anxiety about school.
But what does seem to make a difference to well-being are the relationships between students, teachers and parents.
A negative relationship with teachers is a major threat to students’ sense of belonging in school. And conversely, "happy" schools are likely to report much more positive relations between staff and students.
On average across countries, students who reported that their teacher is willing to provide help and is interested in their learning are also about 1.3 times more likely to feel that they belong at school.