Students’ well-being is an important issue. Studies show that a high level of well-being can lead to an expansion of cognitive resources, higher productivity and has positive effects on social interaction (OECD, 2017). On the other hand, if school is associated with negative emotions, this may have consequences for physical and mental health (Gerber & Pühse, 2007), as well as for motivation and performance at school (Kriesi et al., 2012). In order to promote students’ well-being, it is necessary to identify the factors influencing it. Some studies looking at factors for well-being at school (Ott, 2021) and conclude that the findings are heterogeneous (Hascher et al., 2018). However, teachers and their behaviour seem to have a great impact (Aldridge et al., 2016; Moore et al., 2018). Less frequently, the question of the relationship between the type of school and the well-being of students is explored. In Austria, after lower secondary education, students are divided into schools with different professional specialisations (general education, vocational education). It is quite conceivable that the different orientations of schools favour different factors - such as different forms of teacher behaviour - for promoting well-being. Therefore, this paper addresses the following question: " Which influence do forms of teacher behaviour have on the well-being of students separated by upper secondary schools in Austria?". This analysis using representative data from the study “Lebenswelten 2020“ (Austria) and includes a random sample of 14,432 students from the 8th, 9th and 10th grade. Well-being is operationalized by three components which form the scale students’ well-being (Cronbach's Alpha 0.68). General linear Models (GLM) are used to describe the relationship between students’ well-being as a dependent variable and different forms of teacher behaviour as predictors. In order to identify school type specific factors, GML is calculated for all five upper secondary school types separately. The results indicate that teacher behaviour is important for student well-being in all types of schools, but there are differences. Teachers who are socially oriented seem to be a stronger predictor of well-being at upper secondary schools that do not lead to a school-leaving certificate. On the opposite, teacher behaviour that promotes success seems to be a stronger predictor when it comes to School with A-levels. In order to promote a positive students’ well-being, these findings suggest that teacher behaviours need to be addressed differently in different types of schools.

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