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Effects of School on the Well-Being of Children and Adolescents

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Handbook of Child Well-Being

Abstract

Well-being is a multidimensional construct, with psychological, physical and social components. As a theoretical basis to help understand this concept and how it relates to school, we propose the self-determination theory, which contends that self-determined motivation and personality integration, growth and well-being are dependent on a healthy balance of three innate psychological needs of autonomy, relatedness and competence. Thus, current indicators involve the effects of school on children’s well-being, in many diverse modalities which have been explored. Some are described in this chapter, mainly the importance of peer relationships, the benefits of friendship, the effects of schools in conjunction with some forms of family influence, the school climate in terms of safety and physical ecology, the relevance of the teacher input, the school goal structure and the implementation of cooperative learning. All these parameters have an influence in promoting optimal functioning among children and increasing their well-being by meeting the aforementioned needs. The empirical support for the importance of schools indicates significant small effects, which often translate into important real-life effects as it is admitted at present. The conclusion is that schools do make a difference in children’s peer relationships and well-being.

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Acknowledgments

The writing of this chapter was made possible partly thanks to research support grants awarded to the first author, from the Ministry of Education and Science (Project: Peer Rejection and Classroom Social Dynamics: A Multidisciplinary and Multi-Methodological Approach; reference PSI2008-00541/PSIC) and from Bancaja Foundation/Universitat Jaume I (Project: Longitudinal Study of Peer Rejection in Interpersonal Context: an intervention program for 7- to 9-year-old children; reference P1-1B2009-33), and the granting of a 3-month stay at the Universitat Jaume I (1 April to 30 June 2011) to Barry H. Schneider Ph.D. from the Ministry of Science and Innovation within the National Program of Research Human Resources Mobility 2010, Subprogram Stays of experienced foreign teachers and researchers in Spanish centers (reference SAB2010-0111).

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Authors and Affiliations

  1. Departamento de Psicologia Evolutiva, Educativa, Social i Metodologia, Facultad de Ciencias Sociales y Humanas, Universitat Jaume I, Campus de Riu Sec Avda. Vicente Sos Baynat s/n, 12071, Castellon, Spain

    Dr. Francisco Juan García Bacete & Ghislaine Marande Perrin

  2. School of Psychology, Ottawa University, 136 Jean-Jacques Lussier, 6018, Ontario, Canada

    Dr. Barry H. Schneider & Celine Blanchard Ph.D.

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  1. Dr. Francisco Juan García Bacete
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  2. Ghislaine Marande Perrin
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  3. Dr. Barry H. Schneider
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  4. Celine Blanchard Ph.D.
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Correspondence to Francisco Juan García Bacete .

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Editors and Affiliations

  1. Paul Baerwald School of Social Work and The Hebrew University of Jerusalem, Jerusalem, Israel

    Asher Ben-Arieh

  2. Research Institute of Quality of Life, University of Girona, Girona, Spain

    Ferran Casas

  3. Department of Sociology and Human Geography, University of Oslo, Oslo, Norway

    Ivar Frønes

  4. Department of Anthropology, Case Western Reserve University, Cleveland, Ohio, USA

    Jill E. Korbin

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García Bacete, F.J., Marande Perrin, G., Schneider, B.H., Blanchard, C. (2014). Effects of School on the Well-Being of Children and Adolescents. In: Ben-Arieh, A., Casas, F., Frønes, I., Korbin, J. (eds) Handbook of Child Well-Being. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-9063-8_149

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