| Summary: | Relevance. Paradigm shift in social policy: from narrow indicators of academic performance to a multidimensional concept of child well-being as a key goal of education. Aim. To test the hypothesis about the effect of subjective perception of child well-being on the educational outcomes of schoolchildren in the Republic of Bashkortostan. Methods. Results of an online survey of schoolchildren in grades 5–11 in the Republic of Bashkortostan (N=25,437, 2025) serve as empirical base. The study used methods of descriptive statistics and Spearman's correlation analysis. Results. Contrary to the data presented in the literature, the study did not reveal strong statistically significant correlations between subjective well-being and academic performance. Only weak associations (ρ<0.3) were found, in particular, with satisfaction with university preparation. Conclusions. The main conclusion of the study is methodological in nature: measuring the complex construct of "well-being" in children with a direct, simplified question is recognized as invalid. The resulting "null result" underscores the need to use multidimensional, validated scales. A hypothesis was advanced regarding the possible compensatory role of the regional education system, mitigating the impact of disadvantage on formal outcomes.
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