<![CDATA[Psychosocial well-being in primary education constitutes a crucial foundation for child development, yet it is often overlooked in academic discourses oriented toward grade achievement. This study aims to evaluate the influence of Child-Friendly Schools (CFS) on students' psychosocial well-being, identify its determining factors, and map the most effective intervention models. Utilizing a Systematic Literature Review (SLR) of selected literature from the 2015–2025 period, it was found that the implementation of CFS significantly enhances subjective life satisfaction and reduces student aggressive behavior. Internal factors, such as teacher self-efficacy and the quality of peer relationships, emerge as primary determining variables, while a supportive school climate is proven capable of mitigating the negative impacts of socioeconomic inequality. This study concludes that ecosystemic interventions involving synergy between schools, families, and communities alongside the application of restorative discipline, represent the most superior strategies. The significance of this research lies in providing an evidence-based foundation for policymakers to prioritize CFS as a central pillar of long-term mental health and educational equity.]]>
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