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INTERNATIONAL JOURNAL OF EDUCATION, MODERN MANAGEMENT, APPLIED SCIENCE & SOCIAL SCIENCE (IJEMMASSS) [ Vol. 8 | No. 1 (I) | January - March, 2026 ]

Integrating the HALVES Model to Evaluate Adolescent Wellbeing: A Comparative Study of International Trends and Regional Paradigms in Malappuram, Kerala

Hausath CK & Dr. R. Jeyanthi

Adolescent wellbeing is an intricate, multidimensional construct shaped by a confluence of domestic environments, societal expectations, peer interactions, cultural norms, and institutional structures. This complexity becomes acutely salient during high school years, when young individuals face mounting academic pressures while simultaneously navigating the psychosocial challenges of adolescent development. The present study integrates the HALVES model—a theoretically grounded framework encompassing Health (H), Autonomy (A), Learning Engagement (L), Values (V), Equity (E), and School Culture (S)—to conduct a rigorous comparative analysis of international trends in adolescent wellbeing from 2012 to 2024 alongside regional empirical data from Malappuram, Kerala, India. Employing a longitudinal mixed-methods design (n=500, spanning multiple urban and rural localities in Malappuram across CBSE-affiliated schools, 2022–2025), this study combined quantitative survey instruments with qualitative interview protocols. Confirmatory Factor Analysis (CFA) validated the internal consistency of the HALVES Inventory (Cronbach's α=0.92; CFI=0.95; RMSEA=0.04), and Structural Equation Modelling (SEM) delineated causal pathways between macro-level social factors and academic outcomes (r=0.28, p<0.001). Findings underscore a persistent "academic trade-off" phenomenon, wherein students systematically sacrifice micro-level wellbeing needs—including physical health and personal autonomy—in favour of macro-level achievement demands imposed by families, schools, and broader cultural contexts. The study proposes culturally responsive, HALVES-aligned interventions integrating social emotional learning (SEL) frameworks consistent with India's National Education Policy (NEP) 2020 objectives. These insights have significant implications for curriculum designers, school counsellors, policymakers, and educators seeking to foster holistic adolescent development and reduce academic stress in South Asian educational settings.

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