The multidimensionality of well-being can be positive in that it is more comprehensive than single measures, but it may be negative if it results in approaches that become fragmented into multiple but unconnected components, rather than the holistic approach intended. It has been conceptualised and informs the OECD Programme for International Student Assessment (PISA) 2015 (Borgonovi and Pal, 2016). Five dimensions of students’ well-being are captured, and these align closely with definitions in other studies and w'ith the coverage in this report. Measuring Well-being, http://dx.doi.ora/10.1787/9789264121164-en.