This study examined the predictive influence of globalisation pressures – academic workload, cultural adjustment, and economic uncertainty on student well-being in secondary schools in Ibadan North LGA, Oyo State, Nigeria. As educational environments become more competitive and multicultural, students face increasing mental, emotional, and financial stress. A correlational survey design was used, involving a stratified random sample of 250 senior secondary students from public and private schools to ensure representation across gender and socioeconomic backgrounds. The data was gathered with the help of validated tools such as the Student Well-being Inventory, Academic Pressure Scale, Cultural Adjustment Inventory and Financial Strain Index; they have internal consistencies between 0.83 and 0.87. By means of Pearson's correlation coefficient and multiple regression techniques, relationships and predictive roles were analysed. The results indicated that student well-being was negatively correlated with academic/workload (r = –0.521, p < 0.01) and economic insecurity (r = –0.404, p < 0.01); however, it is positively correlated with cultural adaptation (r = 0.463, p < 0.01). Altogether these three pressures were able to explain about sixty-three-point two percent of the variance in well-being (R² = 0.632, F = 138.526, p < 0.05). As for relative contributions, it was found that Academic/workload, along with economic insecurity, detracted from well-being; however, cultural adaptation increased resilience and emotional stability. By doing so, he underlines the need for psychological counselling to help students cope with the mental strain caused by academic burdens as well as their immersion in a new culture and financial uncertainties. Consequently, counselling interventions need to be embarked upon alongside a reasonably structured curriculum and financial advice to foster psychological, emotional, and social well-being