In this study, it is aimed to evaluate the opinions, well-being and the expectations of socio-economically disadvantaged students with low academic achievement regarding the school. The research was designed in the phenomenology pattern and interview technique which is one of the qualitative research methods. The study group consists of 24 students. The data are analyzed by content analysis. In the study, the well-being of the students related to the school was found to be related to cognitive, psychological, social and physical variables and it was concluded that it contained a multidimensional and interactive structure. When students explained their relatively poor performance, they attributed the situation to the following elements: their inability to focus on success, the lack of planned working methods, lack of responsibility and lack of appreciation, computer and telephone addictions, teacher-student relations and teacher-teaching techniques, lack of self-confidence and motivation from constantly low grades, and peer bullying. However, students tend to view the school as a playground. It was concluded that low academic achievement damages students 'commitment to school and perceived positive school climate and negatively affects students' well-being. This research is believed to offer a different perspective to policy makers and administrators in education in creating a school ecosystem that also takes student views into account.

Education, well-being, disadvantaged students, academic achievement