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This study investigates the effect of shadow education on Hong Kong student wellbeing. The data were extracted from PISA 2018 (Programme For International Student Assessment 2018) of Hong Kong, and HLM analysis was conducted with student and school dimensions as the independent variables and student wellbeing as the dependent variable. The results in the student dimension showed that students attending shadow education had a significantly higher level of wellbeing than students who did not attend, and in the school dimension, that school competition climate had a significant impact on students' wellbeing; however, shadow education caused by schoolwork pressure and shadow education support appeared to have no significant impact on wellbeing. Furthermore, there was an interactive effect between competition climate and shadow education time which negatively affected wellbeing. [ABSTRACT FROM AUTHOR]