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School wellbeing among children in grades 1-10
Audhild Løhre1, Stian Lydersen, Lars J Vatten
1Department of Public Health, Faculty of Medicine, Norwegian University of Science and Technology, Trondheim, Norway. audhild.lohre@ntnu.no
BMC Public Health
|September 3, 2010
Summary
Enjoying schoolwork and teacher support boost boys' school wellbeing. Girls' wellbeing is negatively impacted by classroom disruptions. These findings highlight gender-specific factors influencing children's school experience.
Area of Science:
- Child Psychology
- Educational Psychology
- Sociology of Education
Background:
- Limited research exists on the determinants of children's school wellbeing.
- This study investigates factors promoting and hindering school wellbeing in children.
Purpose of the Study:
- To examine the associations between various factors and self-reported school wellbeing in a sample of school children.
- To identify potential gender-specific determinants of school wellbeing.
Main Methods:
- Cross-sectional study involving 419 children (230 boys, 189 girls) from grades 1-10 across five schools.
- Proportional odds logistic regression was used to analyze the relationship between promoting/restraining factors and school wellbeing.
Main Results:
- For boys, enjoying schoolwork (OR=3.84) and receiving teacher support (OR=3.55) were strongly associated with higher school wellbeing.
- For girls, being bothered during lessons was strongly negatively associated with school wellbeing (OR=0.43).
- Lesson-related factors appeared more influential than recess-related factors for both genders.
Conclusions:
- Gender-specific factors influence children's school wellbeing.
- The student-teacher relationship is particularly crucial for boys' school wellbeing.
- Classroom environment and teacher interactions are key determinants of school wellbeing.
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