The social relationships encompass students' interactions with all members of the school community, including peers, teachers, and other personnel (staff, the school principal, and cafeteria staff), contributing to their feelings of happiness and comfort at school. The following provides a more detailed explanation.

Friend, friends are a source of happiness for the majority of students at school. Based on the interview results, 75% [39] of students mention that friends are considered a source of happiness while at school. In other words, being with friends provides them social and emotional support. Social and emotional support is particularly obtained when facing stress, as described by several students.

“The things that make me feel comfortable and happy at school are being able to meet with friends. Going to school is something I really look forward to because there will be a lot of excitement [emotional] that happens when we are with our friends [social support], sharing stories together [social support], joking around together [emotional], eating at the cafeteria together [emotional], and many more things we can do together.” [A #1, Interview, May 2023]

Interaction with friends also brings students joy because they feel valued and accepted within their peer group. This can be observed in the following excerpt from the interviews.

“What makes me feel comfortable at school is the presence of good friends who understand each other, so I feel valued and accepted.” [B #2, Interview, May 2023]

“... What makes me comfortable at school is the presence of good friends who make me feel accepted and have social support at school because if I do not have friends, I will not feel comfortable attending school.” [C #3, Interview, May 2023]

The participants also expressed that building friendships can excite them and eliminate loneliness. This is because my friends like to joke and tell stories even though some get angry. This can be observed in the following interview excerpt.

“Very good friends to me make me feel comfortable because I can discuss and learn together with them, and it also makes me enthusiastic about going to school and can eliminate feelings of loneliness.” [D#4, Interview, May 2023]

“I feel comfortable being in the school environment because I can meet my peers. In school, I do not feel lonely because there are many friends with their jokes. I have friends who like to joke and tell stories, even though there are also those who have a temperamental nature ...”

[E#5, Interview, May 2023]

Social interaction with friends is enjoyable because friends can provide assistance with

difficulties related to learning at school and offer positive support.

“Learning becomes more enjoyable at school because I can study and exchange ideas with my friends, and I do not have to ask the teacher anymore. Even though they do not assist me, I still feel happy." [F#6, Interview, May 2023]

Teacher, the relationship between students and teachers is one of the sources of student well-being. 61% of 32 students argue that teachers are a source of their well-being at school. This is because teachers create an enjoyable class, explain the material easily, appreciate students, and use humor in teaching.

One student [G#7, interview, May 2023] expressed that 'teachers who teach with humor do not make the class tense', other students revealed below.

“... In addition, my teacher’s teaching is enjoyable, and the delivery of the material is also relaxed." [H#8, Interview, May 2023]

“The teacher always appreciates students [values] in small things, such as when we ask and answer” [I#9, Interview, May 2023]

“In addition to creating a pleasant atmosphere, a good teacher can also understandably explain the material, '...a good teacher, an easily understandable teaching method” [J#10, Interview, May 2023]

In the context outside the classroom, some teacher behaviors that make students comfortable include their friendly attitude. This friendly attitude generates the students' enthusiasm and a sense of closeness to the teacher. As a result, students feel open and unhesitant to ask about lessons, hobbies, likes, and other things with enthusiasm. The following interview confirms this:

“I feel comfortable at school because the teachers are very friendly. Therefore, I feel enthusiastic about learning. I also feel more familiar with the teachers at my school [K#11, Interview, May 2023]

“What makes me comfortable at school is because the teachers are friendly. Why do I say that? The reason is that I enjoy exchanging stories with them. As a result, I feel open, not hesitant to consult about lessons, hobbies, things I like, and other things with enthusiasm” [L#12 Interview, May 2023]

Likewise, teachers are not just considered to be teaching the subjects but also providing motivation, sharing inspirational stories, and giving tips for success. They express that:

“Teachers who not only deliver the subject matter but also share experiences and inspirational stories. Teachers also impart strategies for achieving success [M#13, Interview, May 2023]

Other Personnel or other school staff, such as canteen attendants and the principal, also contribute to the students' happiness. The principal often emphasizes not neglecting prayers and avoiding tight clothing for female students. The interview results with students indicate that:

“...because of the comfortable and relaxed atmosphere at school, I feel happy being at school as if I am at home. Moreover, the canteen lady is also very kind, so we feel comfortable at school” [N#14, Interview, May 2023]

Similarly, the principal is also clearly mentioned as someone who contributes to the happi-ness and comfort of students at school, as expressed by the participant.

“The principal also reinforces the religious practices of students at school to ensure that students no longer neglect their prayers and do not wear tight clothes” [O#15, Interview, May 2023]

The school facilities that become a source of happiness and comfort for students include the overall school and classroom conditions, which are related to the physical and psychological environment, cleanliness, aesthetics, being away from noise, and the availability of facilities sup-porting learning activities provided by the school. The interview results with students revealed the following:

"The things that make me comfortable when I am at school are the pleasant school atmosphere, visually appealing surroundings with a cool and beautiful environment, and neatly arranged plants that prevent us from getting bored looking at them” [J#10 Interview, May 2023]

“A school filled with lush trees, maintained cleanliness, a gentle breeze, and a sea view makes me comfortable going to school. Similarly, the school's location away from the hustle and bustle of the main road allows us to focus on studying and concentrate." [L#12, Interview, May 2023]

A neat and clean classroom, along with facilities such as air conditioning, TV, Wi-Fi access, laboratories, a library, sports facilities, and places of worship, make me even more comfortable going to school. [C#3, Interview, May 2023]

The facility I mean is the school's Wi-Fi because students who cannot afford to buy data packag-es or currently do not have an internet package can still access the internet for learning purposes. So, students do not feel burdened or have difficulty accessing the internet for assignments. That is the reason why I feel comfortable at school." [K#11, Interview, May 2023]

"I feel happy at school because the classrooms are clean, orderly, and minimally noisy. Because of that, I can concentrate better on studying..." [J#10, Interview, May 2023]

"The absence of bullying at school makes me feel free compared to when I am at home. I feel more alive in the company of my peers. When at school, I have no mental burdens. Perhaps it is because of the positive effects provided by my friends." [I#9, Interview, May 2023]

The research findings indicate that student organizations and extracurricular activities also contribute to their comfort and happiness. By participating in organizations, they can so-cialize, gain valuable experiences in the organizational world, and practice public speaking. Stu-dent organizations include the Indonesian Red Cross (PMR), Scout, Marching Band, and PERSIK

(Association of Christian Students). Similarly, engaging in extracurricular activities allows them to develop interests and talents in sports such as volleyball, basketball, and karate, and pursue interests within the association of Christian students. Participants expressed these sentiments in the interview data:

“Engaging in organizational activities within the school environment has allowed me to socialize with a diverse array of individuals, honing my skills in public speaking, and accruing valuable experiential insights within the realm of organizational dynamics.” [G#7, Interview, May 2023]

“Our school provides opportunities for developing students' interests and talents through activities such as volleyball, basketball, and karate, enabling students to cultivate and enhance their individual interests and talents. [H#8, Interview, May 2023]

“Assuming the role of a ceremony official is a source of pride for a student. Only those who have undergone training [in self-esteem] are selected to be ceremony officials, thereby becoming the focal point of attention for fellow students on the field..” [H#8, Interview, May 2023]

"The abundance of extracurricular activities, encompassing sports and organizations such as he Red Cross (PMR), Scouts (Pramuka), marching band, PERSIK (Christian Students Association), or other Christian student unions, contributes to my sense of comfort and well-being in the school environment. [M#13, Interview, May 2023]

Consistent school rule enforcement and clear discipline can provide comfort and happiness.

This aligns with the findings of an interviewee who expressed that.

“What makes me happy at school is the presence of school regulations that instill discipline in me. Clear and consistent rules also create a safe and organized environment.” [M#13, Interview, May 2023]

“What makes me feel secure at school is the presence of enforced regulations that must be adhered to by all members of the school community, preventing arbitrary actions.” [C#3, Interview, May 2023]

Several students mentioned that their presence at school can be a source of happiness that may not be experienced at home, as expressed by one of the participants:

“Many factors contribute to my comfort at school. One of them is the sense of freedom I experience at school, allowing me to express myself more openly than at home. I feel less restricted at home and not as comfortable. For some reason, my thought processes are not always well-received by those in my household. In essence, when I am at school, I feel more like myself, especially because I am surrounded by supportive friends and teachers. They listen to me, understand me, accept me, welcome my input, and do not criticize my opinions or thought processes. Instead, they provide constructive feedback in a positive and supportive manner, all of which make me feel very comfortable being at school.” [I#9, Interview, May 2023]

Several reasons were recounted by participants regarding the conditions or situations that make them comfortable and happy at school. In general, no specific source of happiness is exclusive to students in urban or rural areas. The social relationships among school community members—between students, between students and teachers, and between students and school personnel—serve as sources of student happiness. However, the issue of teacher-student relationships is more commonly raised by students in urban areas. Initial interview data (52 students) found that out of the 32 students who identified their relationship with teachers as a source of happiness, 20 were urban students, and the remaining 11 were rural students. Besides being more numerous, the teacher-student relationship was most frequently cited as the first source of happiness by urban students. In rural schools, no one mentioned the teacher-student relationship as the first factor that makes them happy and comfortable at school. Rural students mentioned Teacher-student relationships as the second or third source of well-being.

The sources of well-being identified in this study encompass social relationships, school facilities and conditions, school organization and extracurricular activities, consistent enforcement of school rules, and the fulfillment of self-identity. These findings can be classified into categories as presented in (Konu & Rimpelä, 2002), school well-being model, which includes four categories: having, loving, being, and health. Although the health category mentioned in that model was not found in this study, conversely, the lush school environment and the availability of good Wi-Fi found in this research are not included in the school conditions (Having) category of that model. Therefore, this study may broaden the indicators of the school well-being concept in (Konu & Rimpelä, 2002) by addressing issues like Wi-Fi availability and a pleasant school environment with lush trees and gentle breezes.

Similarly, this study consistently demonstrates a positive relationship between the presence of natural elements, such as trees and flowers, and student well-being. This aligns with the concept of bibliophiles popularized by (Kellert & Wilson, 1995), which suggested that humans are inherently drawn to living things and that individuals tend to feel happier when in proximity to nature. (Akhir et al., 2022) & (Hodson & Sander, 2017) both found that natural elements in urban landscapes, including trees and other plants, are associated with improved academic performance and reduced stress. These findings emphasize the importance of incorporating natural elements, including beautiful flowers and trees, into the school environment to support student well-being. (Kearns & Whitley, 2019) also found that internet access can contribute to the social well-being, mental health, and physical activity of adults living in less affluent communities. However, the study did not specifically address the well-being of students in schools.

As in (Oberle et al., 2019) was found that students participating in extracurricular activities have better mental health conditions, with peer belonging as a mediating variable. This finding also supports (Vandell et al., 2022) that students engaging in extracurricular activities with supervision reported experiencing fewer problematic behaviors. Additionally, student involvement in extracurricular activities bridges the gap between academic stress and stress-coping mechanisms (Mukesh et al., 2023).

The second category of (Konu & Rimpelä, 2002) school well-being model relates to social relationships in the social environment, including relationships between students and teachers, peer relations, group dynamics, bullying issues, school-home cooperation, decisions made at school, and the overall organizational climate of the school. This study found that relationships between students and students, teachers and students, students and the school principal, and students and cafeteria staff serve as sources of student happiness. Numerous studies have also demonstrated that relationships with all members of the school community are essential sources of well-being (Graham et al., 2016)(Noble & McGrath, 2012)(Powell et al., 2018).

Furthermore, this research identified a significant difference in the importance of teacher-student relationships as sources of student wellbeing between rural and urban settings. Urban students mentioned teacher relationships more frequently than students in rural schools. The abundance of social and emotional support available in family and community environments for students from rural areas may diminish the perceived need for teacher support compared to students from urban areas. This finding aligns with the research by (Newland et al., 2014) who conducted a quantitative study and found a weak relationship between student-teacher relationships and all well-being indicators used (life satisfaction, mental health, and self-image) among participants in a rural Midwestern U.S. community. It was further explained that the student sample in the Newland study had sufficient support and resources from their families and communities.

The (Konu & Rimpelä, 2002) model emphasizes that selffulfillment in school is a crucial category within the framework of school well-being. Self-fulfillment pertains to the opportunities for each student to develop following their interests and talents, as well as being engaged in the decision-making processes within the school that affect them. This research supports these findings by identifying that the perceived selffulfillment by students in school serves as one of the sources of happiness. Within the school environment, students have greater opportunities to express themselves and their ideas freely compared to their experiences at home.

Several findings regarding the source of well-being in this study can be encompassed within two main approaches to well-being, globally categorized into hedonic well-being (Diener et al., 2002)(Tian et al., 2013) and eudaimonic well-being (Keyes et al., 2002)(Ryff & Keyes, 1995). Feelings of happiness and joy when with friends and teachers, enjoyment of the classroom environment, and a clean and scenic school atmosphere indicate that students' well-being is related to positive emotions, constituting the core concept of well-being in the hedonic approach. On the other hand, students also expressed deriving happiness from school activities such as class discussions that open up insights and develop public speaking skills, feeling their potential develop through student council activities, competitions, and extracurriculars, as well as experiencing a sense of living following religious rules and discipline. This form of happiness, stemming from personal growth, aligns with eudaimonic well-being.

The findings of this research indicate that school organizational activities, such as student council (OSIS), play a role in enhancing self-esteem beyond mere personal development. Specifically, regarding involvement in the student council, it was found that students, through various OSIS activities, saw improvements in their character, including honesty, discipline, responsibility, independence, confidence, cooperative spirit, leadership, and creativity. Moreover, students were able to develop their potential and generate creative ideas for the surrounding community through their participation in OSIS. (Anshori, 2022).

This research has important implications for implementing well-being maintenance and improvement programs in schools. Considering the characteristics of teacher-student relationships in urban and rural schools, social relationship factors among school community members need to be considered. Social interventions regarding relationships among school community members should be managed thoughtfully. Teacher-student relationships in rural areas can be enhanced through the informational support dimension, such as providing advice and information on student self-development and post-school education and career options. Additionally, the organization of the physical environment, including the development of a scenic schoolyard, should be improved, for example, by strengthening environmental sustainability programs like the "Adiwiyata" program in schools.

The relationship between students and teachers, as per (Bokhorst et al., 2010) indicated that in the late adolescent group, the closeness/intimacy of the student-teacher relationship tends to weaken compared to earlier stages. However, in the findings of this study, the student-teacher relationship emerges as a primary source of well-being for urban students. Therefore, it is essential to investigate the factors contributing to this phenomenon further. One possible consideration is whether urban students have clearer educational and career orientations, leading to closer relationships with teachers due to their informational support needs, as suggested by (Hombrados-Mendieta et al., 2012), which indicates that student-teacher relationships are stronger in the informational support dimension.

This study has not identified reasons for some students who did not mention the teacher-student or student-student social relationships. Therefore, in-depth interviews are needed to explore why some students do not consider these relationships important. Social relationships in school for these students might be a source of their unhappiness. On the other hand, this research only inquired about things that make them feel happy, joyful, and comfortable at school. Further investigation through interviews could reveal insights into the reasons behind the absence of mentions regarding social relationships.