The present study is aimed at measuring the effect of students’ subjective wellbeing (SWB) on their academic achievement at elementary public schools in Pakistan. Students’ SWB was measured through students’ school-specific subjective wellbeing questionnaire developed by Renshaw et al. (School Psychology Quarterly, 30(4), 534–552, 2015) and academic achievement was examined through their grades on school examinations. Data was collected from 788 elementary school students. Results indicated that students in public schools experienced wellbeing at school to a limited extent. Moreover, students’ SWB significantly predicted their academic achievement with academic efficacy as the strong predictor followed by joy of learning, school connectedness and educational purpose. Moreover, students’ school absenteeism is negatively related to their SWB. The findings of the present study suggest including students’ SWB in government policies and practices to reduce absenteeism and improve students’ academic performance. Moreover, pre-service and in-service teacher trainings should include content to train teachers about supporting students’ SWB at school and avoid behaviors and practices that negatively affect their wellbeing. Future research should aim to investigate SWB on different school levels and school types.
