American Research Journal of Humanities and Social Sciences

Creating a supportive and conducive school environment is essential for fostering learners’ well-being and enhancing their learning satisfaction. This study investigated the correlation between school environmental conditions and learners’ well being and learning satisfaction among 120 elementary students in a public school in Misamis Occidental Division. Using a descriptive correlational design, the study assessed learners’ perceptions of classroom temperature, air quality, lighting, and noise levels, alongside their emotional, social, physical, and cognitive well-being, and their learning satisfaction in terms of perceived learning, teacher effectiveness, learning environment, and relevance and engagement. Data were analyzed using mean and standard deviation to determine the levels and consistency of the variables. At the same time, Pearson’s correlation coefficient was employed to examine the strength and direction of the relationships between school environmental conditions and learners’ well-being and learning satisfaction. Findings revealed that learners generally perceived their school environment as favorable, reported high levels of well-being and learning satisfaction, and showed that only specific environmental factors, such as air quality and lighting, were positively correlated with certain aspects of well-being. At the same time, no significant relationship was found between environmental conditions and learning satisfaction. The study highlights the importance of maintaining optimal school environmental conditions to support learners’ holistic development. It informs educators and administrators on areas for improvement in promoting both well-being and compelling learning experiences.