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This study aims to verify the relationship between well-being and the perceived schoolwork of upper secondary students in Lome, Togo. To achieve this objective, a sample of 644 students from the upper secondary was formed. Well-being was measured using the multidimensional scale of school well-being by Guimard et al. (2015). This scale was adapted to the context and its psychometric qualities controlled. A dichotomous question made it possible to inform the perceived school work. All the data collected was subjected to statistical processing with the calculation of the Z test of Kolmogorov-Smirnov, α of Cronbach, factorial analyzes, the correlation r of Pearson and analyzes of variance. The results obtained reflect the good psychometric qualities of the scale. There is no relationship between well-being and perceived schoolwork. However, the good pupils seem very satisfied in class, with their relationships with the peers and their relationship to the assessments

Well-Being and Perceived School Work of Upper Secondary Students High School: A Case Study of Togo