<![CDATA[Student well-being plays a crucial role in academic achievement by helping students manage internal and external stressors. While many studies support a positive correlation between well-being and academic performance, the relationship is not always linear or consistent, warranting further investigation. This study examines the relationship between student well-being and Biology achievement, focusing on cognitive, psychological, physical, and social dimensions. A quantitative correlational method was applied, involving 456 eleventh-grade students from three accredited “A” senior high schools. Data were analyzed using the Spearman Rank correlation test, which revealed a very strong and significant relationship (ρ = 0.862) between well-being and Biology learning outcomes. Students with higher well-being levels tended to perform better academically. Most students fell into the moderate well-being category, indicating general satisfaction and motivation in learning, though not at an optimal level. External factors such as diverse cultural backgrounds and socioeconomic conditions are suspected to influence well-being negatively. These findings underscore the importance of incorporating well-being into educational strategies to enhance learning outcomes, especially in subjects like Biology that demand cognitive and emotional engagement. In conclusion, student well-being is strongly associated with Biology learning outcomes, highlighting its critical role as a factor that should be considered in efforts to improve student academic achievement]]>
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