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

  • Francisco Juan García Bacete
  • Ghislaine Marande Perrin
  • Barry H. Schneider
  • Celine Blanchard


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.


Life Satisfaction Academic Achievement School Climate Cooperative Learning Extracurricular Activity 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.



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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Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  • Francisco Juan García Bacete
    • 1
  • Ghislaine Marande Perrin
    • 1
  • Barry H. Schneider
    • 2
  • Celine Blanchard
    • 2
  1. 1.Departamento de Psicologia Evolutiva, Educativa, Social i Metodologia, Facultad de Ciencias Sociales y HumanasUniversitat Jaume ICastellonSpain
  2. 2.School of PsychologyOttawa UniversityOntarioCanada

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