Importantly, unwell-being is not a deficit or absence of well-being. Instead, it is a consequence of imbalance among these dimensions, which can be addressed through various strategies.
Unwell-being recognises that a student can be considered unwell even if just one aspect of their well-being is compromised. Many existing models suggest that individuals can still seem to have overall well-being even if one component is deteriorating. This can obscure critical underlying issues, such as a decline in environmental factors that may otherwise go unnoticed.
This perspective rejects the notion of a fixed standard of “good” well-being that students should strive to achieve. Instead, the importance of balance and overall growth is emphasised.