This study examines wellbeing inequalities relating to gender identity and sexual orientation among 37,978 young people (aged 12-15, attending 165 secondary schools), who completed surveys of life satisfaction, positive and negative affect (hedonic framework); autonomy, self-esteem, optimism, and positive relationships (eudaimonic framework); and, symptoms of distress and mental wellbeing (complete state framework). Measurement models contrasted unidimensional, bifactor, and correlated factors structures for these three wellbeing frameworks, in each case favouring the latter. Structural models revealed that the magnitude of wellbeing inequalities pertaining to gender identity and sexual orientation were routinely substantially greater than those concerning other characteristics (e.g., socio-economic disadvantage). Young people whose identities transcend traditional binaries (e.g., non-binary) were subject to the most substantial inequalities when considering gender. Regarding sexual orientation, the greatest disparities were apparent for those who identified as gay/lesbian or bi/pansexual. Finally, variation was evident within the three wellbeing models, with (for example) substantially greater disparities in symptoms of distress than mental wellbeing for females, bisexual, and gay/lesbian young people in the complete state model. Implications of these findings for our understanding of wellbeing and how we might better support young people who are subject to these inequalities are discussed, with directions for future research noted.

Interest in how to promote student wellbeing in schools is growing. Research shows that some drivers of wellbeing are universal (e.g., bullying), but others are country specific. No prior study has investigated this question in the United Arab Emirates (UAE), where geographic, socio-demographic and school type differences in student wellbeing are substantial. We address this gap by using multilevel regression to analyse data from the PISA 2018 study. Our focus is on life satisfaction, positive affect, negative affect, meaning and purpose in life, and mental health symptoms of internalizing difficulties. We find large school effects on student wellbeing. School resources are of little importance, whereas factors related to time use, social connections, health and body image, positive school climate, and feelings around school and education are important correlates. These factors help explain a substantial part of the wellbeing inequalities observed across types of schools in the UAE.