Abstract
Research on school wellbeing has increasingly emphasised the role of institutional strategies, yet limited attention has been given to how these strategies are translated into everyday experiences within schools. This study addresses this gap by examining how wellbeing is produced through the interaction of institutional arrangements, implementation processes, and relational dynamics. Drawing on qualitative interviews with school leaders, teachers, and psychologists across diverse school contexts in Kazakhstan, the study adopts an ecological and relational perspective to analyse how wellbeing emerges in practice. The findings show that institutionalised wellbeing strategies, such as psychological support services, inclusive education practices, and anti-bullying systems, provide an important structural foundation, but do not, in themselves, ensure psychologically safe environments. Instead, implementation quality through staffing capacity, role clarity, leadership coordination, and resource mobilisation operates as a critical mechanism shaping how these strategies are enacted. Psychological safety emerges as the proximal relational condition through which implementation processes are experienced, enabling trust, help-seeking, and emotional expression. In turn, relational wellbeing between teachers and students is shown to be an interdependent and dynamically negotiated process, rather than a stable individual outcome. Family environments further act as contextual boundary conditions that enable or constrain school-based wellbeing efforts. By integrating ecological systems theory with psychological safety and relational perspectives, the study reframes school wellbeing as an ecologically embedded, relational–institutional process mediated by implementation quality. This provides a process-based explanation for variation in wellbeing outcomes across schools and contributes to broader debates on how institutional strategies are translated into lived experience in educational and organisational settings.