本文根據科爾曼（J. S. Coleman）的社會資本論，探討家庭和學校創造的社會資本對香港學生生活滿意度及身心健康的影響。數據取自2020年在香港進行的國際研究「學童身心靈健康評估計劃」（Health Behaviour in School-aged Children, HBSC）。樣本來自21所小學和19所中學的5,307名學生，年齡約為11歲、13歲和15歲，分別就讀於小六、中一和中三。研究發現：雖然香港學生的成績在國際評估中一向名列前茅，但是其生活滿意度和自評健康狀態卻低於國際水平；而香港學生出現身體症狀的情況與HBSC國際水平相近，但香港學生所出現的情緒症狀比身體症狀較為嚴重。迴歸分析結果反映，在控制學生和家庭背景因素後，家庭和學校創造的社會資本均與生活滿意度及三個健康指標顯著相關，且比背景因素的相關度更大。這結果說明了學生的父母對子女的情感支援、教師對學生的關注、同學／朋友之間的接納都是影響學生生活滿意度及身心健康的重要社會資本。進一步分析顯示：家校創造的社會資本對學生生活滿意度的正面影響，可能可透過改善學生的身體健康和減少情緒症狀而達至。

Based on James Coleman's social capital theory, this article examined the contributions of home-based and school-based social capital on students' life satisfaction and physical and mental health in Hong Kong. Data were collected in 2020 from the international study of "Health Behaviour in School-aged Children" (HBSC) in Hong Kong. A total of 5,307 student of 11, 13, 15 years old from 21 primary schools and 19 secondary schools participated in the study. Results indicated that although Hong Kong students consistently showed outstanding academic performance in many international studies, the life satisfaction and self-rated health of Hong Kong students were consistently lower than the international average. Students' psychological symptoms were more serious than their physiological symptoms. Results from regression analysis indicated that, after controlling for student and family background factors, social capital created at home and in school had significant effects on students' life satisfaction and three health indicators; the effects of social capital are generally stronger than the background factors. These findings imply that parents' emotional support, teachers' concern, classmates and peers' inclusiveness are important social capitals for improving life satisfaction and health of students. Further analysis indicated that the positive effect of home-school social capital on student's life satisfaction might be mediated by improving student's self-rated health, physiological and psychological symptoms.