Well-being at School

Claude Martin is a sociologist, emeritus research professor at the Center for National Scientific Research (CNRS), and a member of the laboratory Arènes, University of Rennes, France. His research interests include welfare state comparison, childcare, family, parenting and long-term care policies.Kevin Diter is Associate Professor of Sociology at the University of Lille and is a member of the Clersé Research Laboratory, France. His expertise lies at the intersection of the sociology of socialization, the sociology of childhood, and the sociology of emotions.

• Acknowledgments xiiiIntroductionKevin Diter And Claude MartinPart 1 Well-being and Ill-being from Public Policies’ Perspectives 1Chapter 1 The Impact of a “Crisis” of Well-being on Goals and Practices in the British Educational System 3Kathryn Ecclestone1.1 Introduction 31.2 The cultural turn toward psychological vulnerability 61.2.1 An unprecedented crisis? 61.2.2 Therapeutic cultural narratives 91.2.3 The cultural turn to psychological “vulnerability” 111.3 Changing the human and curriculum subject of education 131.3.1 Approaches to well-being 131.3.2 Concept creep 151.4 Problems with the evidence-base 181.4.1 Evaluations of policy-led well-being initiatives in British schools 181.4.2 Weak concepts and measures 181.5 Educational alternatives to well-being 201.6 Conclusion 221.7 References 23Chapter 2 New Zealand: Educational Inequality in a High-performing System 31Grant Duncan2.1 Well-being 322.2 Well-being and schools 372.3 New Zealand: A brief history 392.4 The contemporary scene 402.5 “Te Kotahitanga” 442.6 The Covid-19 pandemic 472.7 Conclusion 482.8 References 50Chapter 3 Is Early Childhood Education Part of the Solution to Inequalities, or is it Part of the Problem? 55Michel Vandenbroeck3.1 Introduction: from outcomes to opportunities 553.2 Quality and beyond 583.3 Moderate quality 613.4 Unequal access 633.5 Discussion: a remarkable paradox 653.6 References 66Part 2 Family–School Relationships and Children’s Well-being 73Chapter 4 The Conditions for Effective Parental Involvement at School 75Sandrine Garcia4.1 Families who anticipate difficulties 784.2 Problem-solving families 814.3 Powerless families 844.4 Conclusion 874.5 References 88Chapter 5 School, Peers and Parental Expectations: Understanding “Ill-being” at School 91Agnès Grimault-Leprince, Lila Le Trividic-Harrache And Rozenn Nedelec5.1 Survey method 945.2 Areas of differentiation in subjective school experience 955.3 Characterizing student experience profiles 985.4 Difficulty at school and perceived family expectations of schooling 1015.5 School ill-being and the configuration of social bonds 1025.6 Conclusion 1065.7 References 1075.7 Appendices 110Chapter 6 “Well-being” in Harmony with “Performance”: Understanding Parental Choice of Montessori Private Schooling 117Ghislain Leroy And Julie Pinsolle6.1 Introduction 1176.2 Understanding parental rejection of “mainstream” schools 1196.2.1 The broken arm, the mammoth, and the mold 1196.2.2 Parents in search of a “personalized” learning experience 1226.2.3 Recent changes in state schools and society 1236.3 Understanding the refusal of “mainstream” schools 1246.3.1 Parent–teacher relations 1246.3.2 Beyond pedagogical personalization: welcoming the child as a whole person 1256.3.3 The Montessori community and difference 1276.4 What kind of individualization are Montessorian parents looking for their children? 1286.4.1 Personalized education at home 1296.4.2 The mother at the service of the individual child 1306.4.3 Socializing to achieve autonomy and hidden childhood constraints 1326.5 Conclusion: interpreting the relationship between “well-being” and performance in early childhood 1346.6 References 136Part 3 School Climate and Children’s Well-being at School 139Chapter 7 Unequal Impact of School-related Factors on Low Levels of Subjective Well-being Among Students in France, the UK and Portugal 141Kevin Diter And Claude Martin7.1 Introduction: from well-being to ill-being and back again 1417.1.1 Understanding well-being: from a negative to a positive definition 1417.1.2 Role of school climate in determining the level of children’s SWB 1437.1.3 From the determinants of well-being to the determinants of ill-being: the contribution of comparison 1447.2 Data and methods 1457.2.1 The PISA 2015 Survey 1457.2.2 Students’ level of SWB and its main determinants 1467.2.3 Methodology: why use stratified (multilevel) analyses? 1497.3 Findings 1507.3.1 Low level of well-being unequally distributed depending on the country 1507.3.2 Low level of well-being unequally distributed according to gender and social class 1527.3.3 The central role of school-based factors, and in particular stress related to performance 1557.3.4 School-related factors have different impacts depending on the country 1577.3.5 School-related factors have different impacts depending on social class 1627.3.6 Different school determinants depending on social class and geography 1647.4 Discussion 1657.5 Conclusion 1697.6 References 1707.7 Appendices 175Chapter 8 Building Stronger Student–Teacher Relationships to Improve Youth Opportunities and Well-being 177Maia Cucchiara8.1 Key terms and concepts 1798.2 Why STRs matter 1818.3 Group variations in STRs 1848.4 Improving STRs, enhancing opportunities and well-being 1868.4.1 Teachers’ practices 1868.4.2 School-level practices 1898.4.3 Organizational structures 1908.5 Putting relationships first 1918.6 Conclusion 1928.7 References 193Chapter 9 Trends in Teenage Mental Health and Well-being: Parents, Peers and Poverty Shame 199Dimitra Hartas9.1 Introduction 1999.2 Measure 2029.2.1 Background 2039.2.2 Parent–young person communication 2039.2.3 Peer interactions – bullying 2049.2.4 Poverty shame 2049.2.5 Well-being and mental health 2049.3 Discussion of findings and conclusions 2069.3.1 Parents, peers and young people’s well-being 2069.3.2 Girls’ and young women’s well-being: a sign of gender inequality? 2089.3.3 Moving into a precarious adulthood 2109.3.4 Poverty shame and well-being: a social rather than an individual malaise 2119.4 Final thoughts 2139.5 References 2149.6 Appendix 2179.6.1 Data analytic plan 2179.6.2 Gender and age analyses for 10- to 15-year-olds 2179.6.3 Gender and age analyses for 16- to 21-year-olds 2189.6.4 All regression models were strong and fitted the data well 219Part 4 Well-being and Ill-being from Children’s Perspectives 223Chapter 10 Well-being, Recognition and Participation: The Challenge for Schools 225Nigel Patrick Thomas10.1 Introduction 22510.2 “Improving approaches to well-being in schools: What role does recognition play?” 22610.2.1 Context and theoretical framing 22710.2.2 Methods employed 22910.2.3 Results of policy analysis 23010.2.4 Results of focus groups and interviews 23210.2.5 Results of online survey 23510.2.6 Learning from the well-being research 23710.3 “Improving well-being through student participation at school” 23710.3.1 Aims and methods 23810.3.2 Delivery and key findings 23910.3.3 Theoretical and practical implications of the research 24410.4 Acknowledgments 24610.5 References 246Chapter 11 Re-imagining Schooling from the Perspectives of Marginalized Children and Young People: Balancing Children’s Rights and Rights Claims Alongside the Expectations of Parents and Governments 251Cath Larkins11.1 Introduction 25111.2 Context 25311.2.1 Understanding education, well-being and citizenship from children’s perspectives 25311.2.2 The background studies 25711.3 Marginalized children and young people’s aspirations for well-being in education 26011.3.1 Peer relationships 26011.3.2 Enough supportive teaching staff 26111.3.3 Respect for ethnic and cultural diversity 26311.3.4 Punishment and privacy 26411.3.5 Learning opportunities and assessment 26511.3.6 Participation? 26711.4 Some conclusions 26911.5 References 270List of Authors 275Index 277