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School well-being has a growing interest in educational research and practice, although its multidimensional nature and the imprecision in its definition limit its knowledge and make more in-depth study necessary. The aim was to deepen the understanding of the construct of school well-being identifying perspectives, models and definitory elements. A systematic review of 53 bibliographic sources from internationally databases (APA, PsycInfo, ERIC, Scopus, WoS) was conducted. PICO approach for formulating the eligibility criteria and searching for research questions, and PRISMA-compliance systematic review recommendations were followed. There were included articles and papers conferences, from 2000 to 2020, with the keywords school wellbeing or well-being, in English, French, Portuguese and Spanish languages. Topics related to health and illness, work, university, and social, economic, politic, or cultural issues were excluded. Information was analysed descriptively using the meta-narrative. The characteristics of the studies (methodology, participants, years of publication and countries) were presented; the perspectives classically linked to school well-being as a subjective (hedonic) and psychological (eudemonic) concept as well as the social well-being were explained; and the factors that operationalize it were identified. [ABSTRACT FROM AUTHOR]

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El artículo presenta una conferencia dictada por Marta Acevedo el 11 de mayo de 2011 en el coloquio "Cuarenta años de feminismo en México", celebrado en la Casa de las Humanidades de la Universidad Nacional Autónoma de México, en la cual la autora ofrece una revisión histórica del movimiento feminista en México.