Adolescence is one of the most promising stages in life, characterized by boundless potential and opportunity. However, a growing body of research, including recent reports by the World Health Organization (WHO, 2024), indicate that an important proportion of adolescents experience poor mental health. This represents a public health issue, as compromised mental well-being during adolescence is associated with an elevated risk of adverse health outcomes persisting into adulthood. Consequently, school years are crucial for intervention, providing a chance to build personal resources, strengthen resilience, and prepare adolescents for a positive future. This contribution aims to analyze the situation using Demerouti and Bakker’s Job-Demands Resources model (2007) adapted to the school environment (e.g., Oger et al., 2022a, 2022b, 2022c). Originally developed in the workplace context and adapted to the educational setting, this model serves as a heuristic framework for understanding the factors that contribute to students’ quality of life as well as the obstacles they face. The personal effectiveness model developed by Bandura (1997) serves as a complement to the perspective on personal resources. Insights from these models can help shape a comprehensive policy to prevent student burnout and promote overall well-being. This approach also transcends mere mental health considerations, encompassing an integrative perspective on student well-being. The first part of the manuscript will outline the conceptual frameworks and their impact on school performance, academic motivation, self-reported health, and psychological resilience. The second section will focus on the practical implications, aiming to develop a supportive environment for pupils. This environment intends to facilitate the development of their personal resources. The conclusion will address the discussion’s limitations, explore prospects, and suggest links to related areas of analysis.