“…The studies reviewed in this manuscript focus mainly on schoolrelated outcomes (f = 24), such as academic achievement, academic engagement, grade point average, learning skills (e.g., Marasca et al, 2021;O'Connor et al, 2018;Smith et al, 2020), followed by supportive relationships or interpersonal connectedness (f = 17), from different sources (e.g., peers, family, teachers, staff in residential care) (e.g., Antaramian et al, 2010;Magalhães & Calheiros, 2017;Petersen et al, 2020), and sociodemographic characteristics (f = 16; e.g., Clark & Malecki, 2022;Kassis et al, 2022). Also, individual attributes (such as personality, temperament or locus of control) (f = 8; e.g., Farahani et al, 2019;Greenspoon & Saklofske, 2001), physical health and activity (f = 8; e.g., Jiang, & Lu, 2019;Renshaw & Cohen, 2014), psychological assets (f = 7), such as gratitude, grit, or hope (e.g., Carver et al, 2021;Grych et al, 2020), and perceived stress or stressful events (f = 5; e.g., Lyons et al, 2012;, were also explored by these studies.…”