Introduction Students or rather children, in general, forms one of the most vulnerable social groups in any one society; a factor that necessitates a lot of care, concern, and guidance on the part of parents, guardians and those directly responsible for their general well being (Feng & Carledge 117). Ideally, the environment in which children grow greatly impacts both their present and future life. It is important therefore that individuals bestowed with the child care be fully aware of the factors that influence the children psychological, physical, social and the general school life (whether negatively or positively) so as to be effective in ensuring that the latter exists in the best environment. According to Feng & Carledge (119), parents must understand that the environment in which their children grow is multifaceted, diverse and highly dynamic. The multivariate factors in environment consequently may either directly or indirectly, positively or negatively affect a child’s physical, psychological social and/or academic well-being. This paper therefore seeks to find out how the environmental factors influence the physical, psychological, emotional, academic, and the general social wellness of the students. Academic Adjustment and Psychological Wellness of Students Substantial research reveals that the student’s academic success is greatly influenced by the students’ psychological situation. Although the effects of psychological factors are lower compared to other environmental factors, empirical surveys show that the effects of emotional stability and overall psychological wellness have a statistically significant relationship with the students’ academic wellness (Uget, Habibah, Jegak & Turiman, 17). A survey was done by the University of Malaysia in 2000, aimed at finding out the general academic wellness and effects of students when they changed schools. The study was on 120 students from fifteen schools in several states in the US. It was found out that the academic performance of the majority of students (83.7%) had been negatively affected by the change of one’s school, with some taking up to three months to adjust to the new school environment (Uget, Habibah, Jegak & Turiman, 18). Such factors as discrimination by the other students, having to undertake a new syllabus as well as the general newness of the learning environment and the psychological imbalance that comes with it are greatly attributed to the deterioration in academic performance of the affected students. Academic adjustment affects the psychological and emotional well-being of students thus derailing their respective academic performance (Uget, Habibah, Jegak & Turiman 7). According to the latter, the psychological comfort results from successful change in attitude and behavior in order for an individual to effectively handle the challenges presented to him by the diversity of the environmental factors. This involves the new student improving his interpersonal relations with the existing students and getting accustomed to the new environment. Those close to the students therefore must aid in faster adjustment of the students to the new environment within the shortest time possible to prevent further effects on the student’s psychological and academic wellness (