The Impact of Creative Partnerships on the Wellbeing of Children ...

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The Impact of Creative Partnerships on the Wellbeing of Children and Young People Final Report to Creativity, Culture and Education (CCE) Ros McLellan, Maurice Galton, Susan Steward & Charlotte Page

Transcript of The Impact of Creative Partnerships on the Wellbeing of Children ...

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The Impact of Creative Partnerships on the Wellbeing of Children

and Young People

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!Final Report to

Creativity, Culture and Education (CCE) !

Ros McLellan, Maurice Galton, Susan Steward & Charlotte Page

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The impact of Creative Partnerships on the Wellbeing of Children

and Young People !

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Final Report

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"#$%&'(&)!*+,*-!!!!!!!!!! Ros McLellan, Maurice Galton, Susan Steward and Charlotte Page (Faculty of Education, University of Cambridge) with Dr Tony Pell as private consultant

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The notion of wellbeing and its measurement #$%"M%./2'-%5'"+,"N%/7'$"<GHHO="$/3%")%,!5%)"6%778%!59"/&"C/".+&!'!3%"&'/'%"+,"-!5)"/5)"8+)*:",%%7!59"&/,%"/5)"/87%"'+"0+.%:"6!'$"/"&%5&%"+,"0+55%0'!+5"6!'$".%+.7%:"0+--(5!'!%&"/5)"'$%"6!)%2"%53!2+5-%5'>@"#$!&")%,!5!'!+5"%-82/0%&"'6+"/&.%0'&"+,"6%778%!59P"'$/'"+,"-##*&+,:"/5)"'$/'"+,"-.+!%&/+&+,"/5)"'$!&")!&'!50'!+5"!&"(&%)"'$2+(9$+('"'$!&"&'()*@"

Motivation – the link between creative learning and wellbeing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

=0))>#&43;373:.)

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

Page 12: The Impact of Creative Partnerships on the Wellbeing of Children ...

!!"

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

C0))D'9;'9:5)E-3+)&4#)*&%;#9&)6#778#'9:)*%-(#.))

Student Wellbeing #$%"/5/7*&!&"+,"'$%"V%778%!59"D(23%*".2+)(0%)",+(2")!&'!50'")!-%5&!+5&@"#$%&%"6%2%")%&02!8%)"/&"0+%#"1#"2/+$*"\"0+50%25!59"$+6"&'()%5'&"2%7/'%"'+"+'$%2&:"3&-#)4$%&2-$!%&/+"\"0+50%25!59"$+6"&'()%5'&",%%7"/8+('"'$%!2"7!,%:"5#"!#&'#6"7/81#%#+!#"\"0+50%25!59"$+6"&'()%5'&".%20%!3%"'$%!2"%,,%0'!3%5%&&"/5)"9#,$%&'#):8/%&/+2"\"0+50%25!59"&'()%5'&>".%20%.'!+5&"+,"7%3%7&"+,"/5A!%'*@"#$%&%"6%778%!59")!-%5&!+5&"6%2%"!5)!0/'+2&"+,"&'()%5'"6%778%!59"8+'$"!5"/5)"+('&!)%"+,"&0$++7@"

Wellbeing in relation to Age and School ]3%2/77"6%778%!59")%07!5%&"6!'$"/9%P".2!-/2*"&'()%5'&"$/3%"$!9$%2"6%778%!59"&0+2%&"'$/5"&%0+5)/2*"&'()%5'&@"^%*"D'/9%"Z"<^DZ="&'()%5'"&0+2%&"/2%"&!95!,!0/5'7*"7+6%2"'$/5"'$+&%"+,"^DW"&'()%5'&"!5)!0/'!59"'$/'"&'()%5'&"&++5"'+"7%/3%"&0$++7"%A.%2!%50%"6%778%!59"7%/&'",2%J(%5'7*@"L5".2!-/2*"&0$++7&:"/7'$+(9$"_%/2"W"&'()%5'&"2%.+2'"$!9$%2"7%3%7&"+,"6%778%!59"2%7/'!59"'+"7!,%"&/'!&,/0'!+5:"_%/2"`"&'()%5'&"&0+2%"$!9$%2"+5"'$%"!5'%2.%2&+5/7"/5)".%20%!3%)"0+-.%'%50%"6%778%!59"&0/7%&"!5)!0/'!59"'$/':"8*"'$%"%5)"+,".2!-/2*"&0$++7:"&'()%5'&",%%7"-+2%"0+5,!)%5'"/8+('"'$%!2"&+0!/7"2%7/'!+5&$!.&"/5)"'$%!2"&?!77"7%3%7&@""

Wellbeing in relation to Gender a+*&",%7'"+3%26$%7-!597*"-+2%".+&!'!3%"/8+('"'$%-&%73%&"'$/5"9!27&@"F!27&")+"&0+2%"$!9$%2"+5"!'%-&"'$/'"2%7/'%"'+"8%7+59!59:"&(0$"/&",%%7!59"0/2%)",+2"/5)",%%7!59".%+.7%"/2%",2!%5)7*@"#$%2%"6/&"/"07%/2"'2%5)"&$+6!59"2/.!)")%07!5%"!5"&%0+5)/2*"&0$++7"9!27&>"6%778%!59"&0+2%&"8%'6%%5"^DW"/5)"^DZ"!5"8+'$"!5"&0$++7"/5)"+('"+,"&0$++7"0+5'%A'&@"#$%&%"'2%5)&"!5)!0/'%"'$/'"+7)%2"9!27&>"&%5&%"+,"6%778%!59"!&"/"-/B+2"0+50%25"/5)"+5%"'$/'"&0$++7&"5%%)"'+"/))2%&&@""

Wellbeing Inside and Outside School 42!-/2*"&'()%5'&"6%2%"5+'"/&?%)"/8+('"+('&!)%"&0$++7"%A.%2!%50%&@"D'()%5'&"/'"&%0+5)/2*"&0$++7"2%.+2'%)"$!9$%2"7%3%7&"+,"6%778%!59"+('&!)%"&0$++7"0+-./2%)"'+"!5&!)%"&0$++7:"8('"'$%"^DZ"&'()%5'&"$/)"7+6%2"7%3%7&"+,"6%778%!59"+('&!)%"&0$++7"0+-./2%)"'+"'$%!2".%%2&"/'"^DW"+5"/77",+(2")!-%5&!+5&"+,"6%778%!59@"#$%&%"'2%5)&"&(99%&'"'$/'"-+2%"/''%5'!+5"&$+(7)"8%"./!)"'+"'$%".2+-+'!+5"/5)")%3%7+.-%5'"+,"&'()%5'"6%778%!59"!5"&0$++7&@""

Wellbeing in relation to School Type ]3%2/77:"&'()%5'&>".%20%.'!+5"+,"'$%!2"6%778%!59"!5"&0$++7&"'/?!59"./2'"!5"'$%"12%/'!3%"4/2'5%2&$!.&".2+92/--%"!&"2%-/2?/87*"&!-!7/2"'+"&'()%5'&"/''%5)!59"&0$++7&"6$%2%"'$%2%"!&"5+"12%/'!3%"4/2'5%2&$!.&"!53+73%-%5'@"N+6%3%2:"_%/2"W"&'()%5'&"/'"12%/'!3%"4/2'5%2&$!.&"&0$++7&"/2%"-+2%".+&!'!3%"'$/5"'$%!2"0+(5'%2./2'&"/'"'$%"X+5"12%/'!3%"4/2'5%2&$!.&"&0$++7&@"L5"0+5'2/&'"_%/2"`"/5)"^DW"&'()%5'&"/'"+'$%2"&0$++7&"2%.+2'"/"$!9$%2",2%J(%50*"+,"6%778%!59"'$/5"&'()%5'&"!5"12%/'!3%"4/2'5%2&$!.&"&0$++7&:"/")!,,%2%50%"'$/'"-+2%"+2"7%&&")!&/..%/2&"8*"'$%"%5)"+,"^DZ@"")

!

Page 13: The Impact of Creative Partnerships on the Wellbeing of Children ...

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"#$%&'#()!*&+,&*#-.'(!./!0.+1!23.#-45#-.'6!

#$2%%"-+'!3/'!+5")!-%5&!+5&"6%2%"!)%5'!,!%)P"5/-%7*"0+%"&+2&!)$+6)0+%#"1#"2/+$*"\"7%/25!59"!5'%2%&'!59"'$!59&:"$/3!59",(5:"$/3!59"+..+2'(5!'!%&"'+"0$++&%"/5)"&'()%5'".%20%.'!+5&"+,"'$%!2"2%7/'!+5&$!.&"6!'$"+'$%2"&'()%5'&"/5)"'%/0$%2&:":--&!$!()$+6)081/"%$+!#"\"$+6"-(0$"%,,+2'"&'()%5'&".('"!5'+"'$%!2"6+2?"/5)"'$%"!-.+2'/50%"'$%*".7/0%"!5"'$%"6+2?"'$%*"/2%")+!59:"/5)";+<&#%("\"%A.%2!%50!59"5%9/'!3%"%-+'!+5&"!5"2%7/'!+5"'+"6+2?"&(0$"/&"'$%"6+2?"8%!59"'++"$/2)"+2"9%''!59"6+22!%)"6$%5"6+2?!59@""

7+-85+9!(#$%&'#!*&+,&*#-.'(!./!0.+1!

Perceptions of work relating to Subjects L5"'$%".2!-/2*".$/&%"+57*"_%/2"`"6%2%"/&?%)"'+")!,,%2%5'!/'%"8%'6%%5"$+6"'$%*",%7'"/8+('"6+2?"!5"5(-%2/0*:"7!'%2/0*"/5)"/2'"7%&&+5&@"D'()%5'&"6%2%"-+2%"!5'2!5&!0/77*"-+'!3/'%)"!5"/2'"/5)"7%/&'"-+'!3/'%)"!5"7!'%2/0*@"#$%*"'$+(9$'"6+2?"6/&"'++"$/2)"-+&'",2%J(%5'7*"!5"7!'%2/0*"/5)"2%.+2'%)".(''!59"7%/&'"%,,+2'"!5'+"'$!&"6+2?"0+-./2%)"'+"5(-%2/0*"/5)"/2'@""

Perceptions of work relating to Age _%/2"W"&'()%5'&"%A.%2!%50%"%7%-%5'&"+,"!5'2!5&!0"-+'!3/'!+5"!5"'$%!2"&0$++7"6+2?"-+2%"+,'%5"'$/5"_%/2"`"&'()%5'&@""N+6%3%2:"_%/2"`"&'()%5'&"&0+2%"$!9$%2"+5"/77"+'$%2")!-%5&!+5&"+,"6+2?"-+'!3/'!+5"&(0$"/&"%,,!0/0*"<.(''!59"%,,+2'"!5'+"6+2?"/5)")+!59"9++)"6+2?="/5)"!5'%2.%2&+5/7"2%7/'!+5&"<$/..*"'+"'/7?"6!'$"'%/0$%2&"/5)"+'$%2"&'()%5'&"7!&'%5"'+"'$%!2"!)%/&=@""

Perceptions of work relating to Gender #$%2%"6%2%",%6"9%5)%2")!,,%2%50%&"!5"2%&.+5&%"'+"&0$++7"6+2?"/'"_%/2"W"8('"8*"_%/2"`"8+*&",%7'"-+2%",2%J(%5'7*"-+'!3/'%)"'$/5"9!27&"!5"5(-%2/0*"6!'$"'$%"2%3%2&%"8%!59"'2(%",+2"7!'%2/0*@""

Perceptions of work relating to School Type _%/2"W"&'()%5'&"/'"&0$++7&"6!'$"12%/'!3%"4/2'5%2&$!.&".2+92/--%&"2%.+2'%)"$!9$%2"7%3%7&"+,"-+'!3/'!+5",+2"6+2?"0+-./2%)"'+"_%/2"W"&'()%5'&"!5"+'$%2"&0$++7&@"#$%2%"6%2%"5+"&!95!,!0/5'")!,,%2%50%&"8%'6%%5"_%/2"`"&'()%5'&"!5"'$%"'6+"'*.%&"+,"&0$++7&@""

"&,.'%5+9!(#$%&'#()!*&+,&*#-.'!./!0.+1!!

Perceptions of work relating to Subjects D'()%5'&",%%7"-+2%".+&!'!3%"!5"/2'&"&(8B%0'&"0+-./2%)"6!'$"+'$%2"&(8B%0'&:"6!'$"-/'$&"8%!59"'$%"&(8B%0'"6$!0$"&'()%5'&"/2%"7%/&'".+&!'!3%"'+6/2)&@"

Perceptions of work relating to Age ^DZ"&'()%5'&"/2%"7%&&".+&!'!3%"'$/5"'$%"*+(59%2"^DW"&'()%5'&"+5"/77"6+2?"-+'!3/'!+5")!-%5&!+5&:"%A0%.'"!5"2%7/'!+5"'+"/2'&"&(8B%0'&@"

Perceptions of work relating to Gender Q%&.+5&%&"'+"6+2?"!5"-/'$&"/5)"/2'&"&(8B%0'&"/2%"$!9$7*"9%5)%2%)"8('"/2%"7%&&"&+",+2";597!&$"/5)"$(-/5!'!%&E8/&%)"&(8B%0'&@""

Perceptions of work relating to School Type D'()%5'&"/'"12%/'!3%"4/2'5%2&$!.&"&0$++7&"%A.%2!%50%"&+-%".+&!'!3%"%7%-%5'&"+,"-+'!3/'!+5"'+6/2)&"'$%!2"6+2?"!5";597!&$"7%&&+5&"-+2%",2%J(%5'7*"0+-./2%)"'+"&'()%5'&"!5"+'$%2"&0$++7&@"N+6%3%2:"!5"-/'$&"/5)"$(-/5!'!%&"&(8B%0'&:"&'()%5'&"/'"X+5"12%/'!3%"4/2'5%2&$!.&"&0$++7&"'%5)"'+"$/3%"$!9$%2"7%3%7&"+,"6+2?"-+'!3/'!+5@"

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F0))D'9;'9:5)E-3+)?-'+,-.)<,5#)*&%;'#5)

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#$2%%".2!-/2*"0/&%"&'()!%&"$/)"/"12%/'!3%"4/2'5%2&$!.&".2+92/--%"<'6+"1$/59%"D0$++7&"/5)"+5%"D0$++7"+,"12%/'!3!'*="/77+6!59"02%/'!3%"!55+3/'!+5"/5)".2/0'!0%"'+",7+(2!&$"/5)"%5/87!59"5%6"/5)"&+-%'!-%&".2+7+59%)"2%7/'!+5&$!.&"6!'$"+('&!)%"./2'5%2&"'+")%3%7+.@"#$%"7%59'$"+,"'!-%"'$%"&0$++7"$/)"8%%5"%A.%2!-%5'!59"6!'$"02%/'!3%"!55+3/'!+5")%'%2-!5%)"'$%")%92%%"'+"6$!0$"'$%"6+2?"!5"12%/'!3%"4/2'5%2&$!.&"$/)".%2-%/'%)"'$%"%5'!2%"0(22!0(7(-@""

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A shared school approach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

Emphasis on Creative Partnerships Activities developing creative, transferable skills ["6!)%"2/59%"+,"&(00%&&,(7"12%/'!3%"4/2'5%2&$!.&"/0'!3!'!%&"6%2%"&%%5"/02+&&"'$%"'$2%%"0/&%"&'()*"&0$++7&@"[0'!3!'!%&"6%2%"02+&&E0(22!0(7/2"6!'$"'$%"%-.$/&!&".7/0%)"5+'"+57*"+5"/2'!&'!0"&?!77&:"8('"/7&+"+5"'2/5&,%2/87%"&?!77&"&(0$"/&"6+2?!59"!5"'%/-&"/5)".2+87%-"&+73!59@""

Page 15: The Impact of Creative Partnerships on the Wellbeing of Children ...

3"

Joint outcomes emphasised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

A collaborative relationship between the school and Creative Practitioners [5+'$%2"?%*"'$%-%"%-%29!59",2+-"&(00%&&,(7"12%/'!3%"4/2'5%2&$!.&"/0'!3!'!%&"6/&"'$%"5/'(2%"+,"'$%"2%7/'!+5&$!.&")%3%7+.%)"8%'6%%5"'%/0$%2&"/5)"02%/'!3%".2/0'!'!+5%2&@"["B+!5'"/..2+/0$"6/&"%-.$/&!&%)"6$%2%"'%/0$%2&"/5)"02%/'!3%".2/0'!'!+5%2&"6+2?%)"/7+59&!)%"%/0$"+'$%2"0+77/8+2/'!3%7*@"12%/'!3%".2/0'!'!+5%2&"0+--%5'%)"+5"$+6"'$%*",%7'"./2'"+,"'$%"&0$++7"/5)"'$/'"'$!&"/77+6%)",+2"!5")%.'$"&(&'/!5%)"%A.7+2/'!+5"+,"'$%"?!5)&"+,".2/0'!0%"2%J(!2%)"'+"&(..+2'"02%/'!3%"7%/25!59@"

B#;&+!@+&5#-4&!C**+.5,;&(!

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More opportunities for students to make decisions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

More informal relationships in the classroom #$%"+8&%23%)"2%7/'!+5&$!.&"8%'6%%5"&'()%5'&"/5)"02%/'!3%".2/0'!'!+5%2&"0/5"8%")%&02!8%)"/&"!5,+2-/7"/5)",2!%5)7*@"12%/'!3%".2/0'!'!+5%2&"6%2%"5+'"+3%27*"0+50%25%)"6!'$"/&.%0'&"+,"0+5'2+7"/5)"'$%2%"6/&"3%2*"7!''7%".2+0%)(2/7"'/7?"+8&%23%)@""L5"&+-%"0/&%"&'()*"&0$++7&"'$!&"2%7/A%)"/'-+&.$%2%"!5"'$%"07/&&"6/&"/7&+"/../2%5'"!5"5+2-/7"7%&&+5&:"/&"6$%5"&'()%5'&"6%2%"2%7(0'/5'"'+"9+"+('"'+".7/*"8%0/(&%"'$%*"6%2%"%5B+*!59"'$%!2"6+2?"&+"-(0$@""

Page 16: The Impact of Creative Partnerships on the Wellbeing of Children ...

3!"

More opportunities for genuine student voice in the school ['"0/&%"&'()*"&0$++7&"6!'$"/"12%/'!3%"4/2'5%2&$!.&".2+92/--%:"&'()%5'"3+!0%"!5!'!/'!3%&"6%2%"J(!'%"/)3/50%)"6!'$".(.!7&"0+5'2!8('!59"'+")%0!&!+5&"/8+('"7%/25!59:"2(7%&"+,"8%$/3!+(2"/5)"%-.7+*-%5'"+,"&'/,,@"L5"&0$++7&"6!'$"5+"12%/'!3%"4/2'5%2&$!.&:"/7'$+(9$"'$%2%"6%2%",+2-/7".2+0%)(2%&"'$/'"/77+6%)",+2"&'()%5'")%0!&!+5"-/?!59:"'$%&%"+,'%5"!53+73%)"+57*"5+-!5/7"0+5&(7'/'!+5&@"

More flexible approach to the curriculum L5"/77".2!-/2*"0/&%"&'()!%&"'$%2%"6/&"%3!)%50%"'$/'"&0$++7&"$/)"/)+.'%)"/"-+2%",7%A!87%"/..2+/0$"'+"0(22!0(7(-".7/55!59"+3%2"'$%"7/&'",%6"*%/2&"6$%2%"02+&&"0(22!0(7/2"6+2?"6/&"%-.$/&!&%)@"N+6%3%2:"'$!&"/..2+/0$"6/&"./2'!0(7/27*")%3%7+.%)"!5"'$%"12%/'!3%"4/2'5%2&$!.&"&0$++7&@"L5"'$%"+'$%2"0/&%"&'()*"&0$++7&"'$%"b!'%2/0*"/5)"X(-%2/0*"N+(2"+,'%5"'++?".2!+2!'*"/5)"/5*"'+.!0"6+2?"'%5)%)"'+"8%"8(!7'"/2+(5)"+'$%2"&(8B%0'&@"")

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#$%"0+55%0'!+5"8%'6%%5"02%/'!3!'*"/5)"&'()%5'"6%778%!59"6/&"8%''%2"/2'!0(7/'%)"!5"'$%"'$2%%"12%/'!3%"4/2'5%2&$!.&"&0$++7&"/5)"'+"/"7/29%"%A'%5'"02%/'!3!'*"6/&"&%%5"'+"8%"/5"!-.%'(&",+2"-+2%".+&!'!3%"6%778%!59@"L5"'$%"+5%"&0$++7"6!'$"5+"12%/'!3%"4/2'5%2&$!.&".2+92/--%"5+"0+55%0'!+5"6/&"-/)%"8%'6%%5"'$%"'6+"&+"'$/'"6%778%!59"6/&"0+50%!3%)"'+"8%"/8+('".2+-+'!59"&+0!/7"0+$%&!+5@"""

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Page 17: The Impact of Creative Partnerships on the Wellbeing of Children ...

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Student Voice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1 It was envisaged that the secondary questionnaire would be completed during tutor time, as this would be least disruptive

for schools in terms of planning. Tutor time is typically 20 minutes in duration.

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1 Minor adjustments to phrasing meant the exact wording of 9 of the items differs between the primary and secondary

versions of the questionnaire but the items were designed to tap the same issues and appear in the same order on all questionnaires. The stem is also slightly different between primary (‘I feel…’) and secondary (‘feeling…’) versions and response format (writing a number between 1 & 5 for secondary, or ticking one of 3 (Year 3) or 5 (Year 6) boxes) varies. Separate factor analyses conducted on the data gathered from each version of the questionnaire established that the items grouped together consistently across datasets. For this reason we merged the datasets for further analysis of the wellbeing data, making appropriate adjustments for the Year 3 scale difference.

2 The primary version of the questionnaire asks students to tick one of 5 (Year 6) or 3 (Year 3) boxes rather than write a number because younger students were only asked to consider the school context, whilst older students gave their assessment for both the school and outside school contexts. The Year 6 box options correspond to the 5 options outlined in the secondary versions of the questionnaire so the response was recoded on a 1-5 numerate scale to correspond to the equivalent secondary response. The Year 3 box options were labelled ‘not often’, ‘sometimes’ and ‘often’. Although these correspond to the middle categories of the frequency scale we recoded these as 1 (not often), 3 (sometimes) and 5 (often), rather than 2, 3 & 4, to reflect the fact that these were the most extreme responses that students were able to make.

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4 Because there is always a degree of measurement error in each item (i.e. responses to any given item are subject to

inconsistencies because the item doesn’t totally represent the underlying scale for the respondent) there is always an element of inconsistency when looking at people’s responses over a number of items contributing to a particular scale. However when a large number of items are thought to contribute to a scale it is easier to establish whether there is a consistent pattern of response. For instance if a person responds 3,3,3,4,3 across five items it is easier to establish that this is a consistent pattern than a response pattern of 3,4 over a two item scale. For this reason scales with just a couple of items tend to have lower internal consistency scores.

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5 Correlation values range from 0 to 1 with a higher value indicating a stronger relationship between the two variables in

question. Negative values indicate that increases in one variable are associated with decreases in the other variable, whilst positive values indicate increases in one variable are accompanied with increases in the other.

6 According to Cohen (1992) small, medium and large effect sizes for correlations correspond to coefficient values of 0.1, 0.3 and 0.5 respectively.

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7 Multiple regression analysis tests the efficacy of a model where several variables (for instance motivation scale scores, gender,

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8 Perception of work items were scored on a 3-point scale for Year 6 but the wellbeing items were scored on a 5-point scale.

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fQ4)STL)&4)(+'+*$.+-)@6)./+)0*+$.&%+)&'-54.*&+4)7T+9$*.3+'.)12*)85<.5*+)U+-&$)$'-)

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P92*.)COO";)./+*+)4++34).2)@+)(22-)*+$42'4)12*)-+%+<29&'()625'()9+29<+Q4)0*+$.&%&.6)&')40/22<4D)F<./25(/)0*+$.&%&.6)&4),*&..+')&'.2)./+)$&34)21)./+)05**+'.)`$.&2'$<)85**&05<53)&.),25<-)$99+$*)./$.)9+*12*3$'0+)&')95@<&0)+\$3&'$.&2'4).$A+4)9*+0+-+'0+)$.)9*+4+'.D)#2,+%+*?)./+)`$.&2'$<)85**&05<53)&4)05**+'.<6)5'-+*)*+%&+,)$'-)$')N\9+*.)L$'+<)/$4)@++')0233&44&2'+-).2)3$A+)*+0233+'-$.&2'4)12*)$)'+,)`$.&2'$<)85**&05<53)@$4+-)2')$)*+%&+,)*+3&.)./$.)&'0<5-+-)$)'53@+*)21)A+6)9*&'0&9<+4?)&'0<5-&'()./$.)./+)`$.&2'$<)85**&05<53)4/25<-)'2.)$@42*@)./+)3$]2*&.6)21).+$0/&'().&3+)40/22<4).2)$<<2,)49$0+)12*)<20$<)-+0&4&2'M3$A&'()2')./+)05**&05<53)211+*+-D))H/+)N\9+*.)L$'+<)12*)./+)`$.&2'$<)85**&05<53)j+%&+,Q4)*+0+'.<6)95@<&4/+-)*+92*.)7T+9$*.3+'.)12*)N-50$.&2')CO!!;)/$4)3$-+)$)'53@+*)21)45((+4.&2'4)$4).2)/2,)./&4)3&(/.)@+)$00239<&4/+-?),/&0/)29+'4)59)423+)9244&@&<&.&+4)12*)9*232.&'()0*+$.&%&.6)@5.)./+4+),&<<)'2.)023+).2)1*5&.&2')5'<+44),/$.)&4)@+&'()]5-(+-)7&D+D)$0$-+3&0)9+*12*3$'0+;)&4)0/$'(+-D)S2%+)*+02('&4+4)./&4)&')/&4)*+492'4+).2)./+)N\9+*.)L$'+<Q4)*+92*.)'2.&'()./$.)W+%&-+'0+)4/2,4)./$.),/$.)&4).$5(/.)&4)-+.+*3&'+-)$4)350/)&1)'2.)32*+)@6)+\$3&'$.&2'4)$4)@6)./+)`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n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G&'$<<6?)&.)&4)0<+$*)./$.)8*+$.&%+)L$*.'+*4/&94),2*A?)2*)4&3&<$*)&'&.&$.&%+4?)-2)/$%+)./+)92.+'.&$<).2)3$A+)$)924&.&%+)&39$0.)2')4.5-+'.),+<<@+&'(D)F<./25(/)&')./+)4+02'-$*6)40/22<4)./+)45*%+6)/$4)'2.)4/2,')4&('&1&0$'.)-&11+*+'0+4)@+.,++')./+)8*+$.&%+)L$*.'+*4/&94)$'-)`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B5+4.&2''$&*+?)./+*+12*+)./+)32-+<),+)924&.+-)12*),+<<@+&'()9*+3&4+-)2')$)4+<1M-+.+*3&'$.&2')./+2*6)02'0+9.5$<&4$.&2')21)32.&%$.&2')&4),2*./)95*45&'(D)H/+)&'.*&'4&0)k)&'.+*9+*42'$<)-&3+'4&2')7*+1<+0.&'()4$.&41$0.&2')21)./+)02*+)'++-4)12*)$5.2'236)$'-)*+<$.+-'+44;)4++34)$)9$*.&05<$*<6)&392*.$'.)-&3+'4&2')$4)./&4),$4)./+)4.*2'(+4.)9*+-&0.2*)12*)$<<)12*34)21),+<<@+&'(D)#2,+%+*?)&.)4/25<-)@+)'2.+-)./$.)./+*+)$*+)2./+*)1$0.2*4)./$')32.&%$.&2')7&').+*34)21)'++-)4$.&41$0.&2';)./$.)$*+)&'1<5+'.&$<)2'),+<<@+&'()$4)./+)4.$.&4.&0$<)32-+<4)45((+4.+-)350/)21)./+)%$*&$.&2')&'),+<<@+&'()402*+4)025<-)'2.)@+)$..*&@5.+-).2)'++-)4$.&41$0.&2')7$4)$44+44+-)./*25(/)./+)32.&%$.&2')40$<+4;)$<2'+D)K+),+*+)$@<+).2)&-+'.&16)$49+0.4)21)./+)8*+$.&%+)L$*.'+*4/&94),2*A)./$.)/$%+)./+)92.+'.&$<).2)3++.)./+)02*+)'++-4)12*)$5.2'236?)0239+.+'0+)$'-)*+<$.+-'+44)$'-)9$*.&05<$*)+\$39<+4)$*+)25.<&'+-)$@2%+D)F4)./+)02*+)'++-4)12*)$5.2'236)$'-)*+<$.+-'+44)4++3)9$*.&05<$*<6)&392*.$'.)&')9*+-&0.&'(),+<<@+&'(?)15.5*+),2*A)025<-)54+15<<6)+\9<2*+)./&4)15*./+*?)0/$*$0.+*&4&'()&')32*+)-+.$&<)/2,)-&11+*+'.)0*+$.&%+)$99*2$0/+4)4$.&416)./+4+)02*+)'++-4?)$4),+<<)$4)&-+'.&16&'()2./+*)&'1<5+'0+4)2'),+<<@+&'(D)

G&'$<<6?)$.)9*&3$*6)<+%+<?),/+*+)./+)f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f+6)P.$(+)C)./+)1&'-&'(4)$.)f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

)

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Appendix 2.1a

How I feel about myself and School

How people feel about themselves is really important. It can affect how people do things. We are from Cambridge University and we have been asked by the government to find out what school children really feel about themselves and their lessons. We want to understand school children better. We also want to help schools make things better for children. So we are asking children in your school and other schools to help us. We are going to ask you a few questions. There are no right or wrong answers. Please answer as honestly as you can. No one will tell your school what you think. Your teacher will explain what you need to do and will read out each question.

School: ………………………………….. I am a: Boy / Girl Year: 3

Remember

• There are no right or wrong answers

• Please answer honestly

• No one will tell your school what you think

Page 211: The Impact of Creative Partnerships on the Wellbeing of Children ...

!"!$

How I feel about myself in School

Read the statements and tick the one that is true for you. Remember, this is how you feel about yourself when you are in school.

Not often

Sometimes

Often

(1)

I feel good about myself

!

!

!

(2)

I feel healthy

!

!

! (3)

I feel I am doing well

!

!

! (4)

I feel miserable

!

!

! (5)

I feel I have lots of energy

!

!

! (6)

I feel cared for

!

!

! (7)

I feel valuable

!

!

! (8)

I feel worried

!

!

! (9)

I feel I can deal with problems

!

!

! (10)

I feel bored

!

!

!

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!"%$

Read the statements and tick the one that is true for you Remember, this is how you feel about yourself when you are in school.

Not often

Sometimes

Often

(11)

I feel noticed

!

!

! (12)

I feel people are friendly

!

!

! (13)

I feel there is lots to look forward to

!

!

! (14)

I feel safe

!

!

! (15)

I feel confident

!

!

! (16)

I feel a lot of things are a real effort

!

!

! (17)

I feel I enjoy things

!

!

! (18)

I feel lonely

!

!

! (19)

I feel excited by lots of things

!

!

! (20)

I feel happy

!

!

! (21)

I feel I’m treated fairly

!

!

!

Page 213: The Impact of Creative Partnerships on the Wellbeing of Children ...

!"&$

What I think about the Work we do

Read the statements and tell us how true they are about your class. Tick the box that shows what you think

Not often

Sometimes

Often

(1)

I get to learn interesting things

(2)

I can choose how to do activities

(3)

The work we do is fun

(4)

The work is too hard for me

(5)

I get worried when I’m working

(6)

Other children listen to my ideas

(7)

I put a lot of effort into my work

(8)

I do good work

(9)

I am happy to talk about my work with the teachers

Thank you for your help

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Appendix 2.1b

How I feel about myself and School

How people feel about themselves is really important. It can affect how people do things. We are from Cambridge University and we have been asked by the government to find out what school children really feel about themselves and their lessons. We want to understand school children better. We also want to help schools make things better for children. So we are asking children in your school and other schools to help us. We are going to ask you a few questions. There are no right or wrong answers. Please answer as honestly as you can. No one will tell your school what you think. Your teacher will explain what you need to do and will read out each question.

School: ………………………………….. I am a: Boy / Girl Year: 6

Remember

• There are no right or wrong answers

• Please answer honestly

• No one will tell your school what you think

Page 215: The Impact of Creative Partnerships on the Wellbeing of Children ...

!"%$

How I feel about myself in School

Read the statements and tick the one that is true for you. Remember, this is how you feel about yourself when you are in school.

Never

Not often

Some-times Often Always

(1)

I feel good about myself

!

!

!

!

!

(2)

I feel healthy

!

!

!

!

! (3)

I feel I am doing well

!

!

!

!

! (4)

I feel miserable

!

!

!

!

! (5)

I feel I have lots of energy

!

!

!

!

! (6)

I feel cared for

!

!

!

!

! (7)

I feel valuable

!

!

!

!

! (8)

I feel worried

!

!

!

!

! (9)

I feel I can deal with problems

!

!

!

!

! (10)

I feel bored

!

!

!

!

!

Page 216: The Impact of Creative Partnerships on the Wellbeing of Children ...

!"&$

Read the statements and tick the one that is true for you Remember, this is how you feel about yourself when you are in school

Never

Not often

Some-times Often Always

(11)

I feel noticed

!

!

!

!

! (12)

I feel people are friendly

!

!

!

!

! (13)

I feel there is lots to look forward to

!

!

!

!

! (14)

I feel safe

!

!

!

!

! (15)

I feel confident

!

!

!

!

! (16)

I feel a lot of things are a real effort

!

!

!

!

! (17)

I feel I enjoy things

!

!

!

!

! (18)

I feel lonely

!

!

!

!

! (19)

I feel excited by lots of things

!

!

!

!

! (20)

I feel happy

!

!

!

!

! (21)

I feel I’m treated fairly

!

!

!

!

!

Page 217: The Impact of Creative Partnerships on the Wellbeing of Children ...

!"'$

How I feel about the Work we do in different lessons

We are now going to ask you about Numeracy, Literacy and Art lessons. Read the statements below and tell us how true they are for you.

OFTEN true - put a tick

SOMETIMES true - put a wiggly line

NOT OFTEN true – put a cross

Remember to put a symbol in each box

(1)

I get to learn interesting things in

Numeracy

!

Literacy

!

Art

!

(2)

I can choose how to do activities in

Numeracy

!

Literacy

!

Art

!

(3)

The work we do is fun in

Numeracy

!

Literacy

!

Art

!

(4)

The work is too hard for me in

Numeracy

!

Literacy

!

Art

!

(5)

What I learn is important for my future in

Numeracy

!

Literacy

!

Art

!

(6)

I get worried when I’m working in

Numeracy

!

Literacy

!

Art

!

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!"($

OFTEN true - put a tick

SOMETIMES true - put a wiggly line

NOT OFTEN true – put a cross

Remember to put a symbol in each box

(7)

Other children listen to my ideas in

Numeracy

!

Literacy

!

Art

!

(8)

I put a lot of effort into my work in

Numeracy

!

Literacy

!

Art

!

(9)

I do good work in

Numeracy

!

Literacy

!

Art

!

(10) I am happy to talk about my work with the teachers in

Numeracy

!

Literacy

!

Art

!

(11)

I am looking forward to doing more of this subject in the future

Numeracy

!

Literacy

!

Art

!

Page 219: The Impact of Creative Partnerships on the Wellbeing of Children ...

!""$

Thank you for your help

If there is anything else you would like to tell us related to the questions you have been asked please write in the box below.

Page 220: The Impact of Creative Partnerships on the Wellbeing of Children ...

!""#

Appendix 2.1c How I feel about myself and School

How people feel about themselves is really important as it affects lots of things in life. We are from Cambridge University. We have been asked by the government to find out what students really feel about themselves and their school lessons. It will help them to understand students better and, longer term, suggest ways schools can make things better. We are asking students in your school and others to help us. We are going to ask you some questions. There are no right or wrong answers. Please answer as honestly as you can. No one will tell your school or teachers what you think. Fill in your details below and then answer the questions. Instructions are given in each section.

School: ………………………………….. I am : Male / Female Year: 7 / 8 / 9 (please circle your Year)

Remember

• There are no right or wrong answers

• Please answer honestly

• No one will tell your school or teachers what you think

Page 221: The Impact of Creative Partnerships on the Wellbeing of Children ...

!"$#

Section 1: How I feel about Myself

Think about the statements below that are about the different feelings you may have. Using the scale below please indicate how you feel about yourself for each: 1 2 3 4 5 never not often sometimes often always

You may feel differently in the different places (contexts) where you spend your time. Therefore we would like you to give a separate indication of your feelings -

Inside School and Outside School (this can be your family home or any other place where you

spend a lot of time with friends or others).

Inside School

Outside School

(1)

Feeling good about myself ! !

(2)

Feeling healthy ! !

(3)

Feeling successful ! !

(4)

Feeling miserable ! !

(5)

Feeling energetic ! !

(6)

Feeling cared for ! !

(7)

Feeling appreciated ! !

(8)

Feeling stressed ! !

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!"!#

Inside

School Outside School

(9)

Feeling capable of coping with challenges ! ! (10)

Feeling bored ! ! (11)

Feeling part of things ! ! (12)

Feeling close to people ! ! (13)

Feeling there is lots to look forward to ! ! (14)

Feeling safe ! ! (15)

Feeling confident ! !

(16)

Feeling everything is an effort ! !

(17)

Feeling things are fun ! ! (18)

Feeling lonely ! ! (19)

Feeling enthusiastic ! !

(20)

Feeling happy ! ! (21)

Feeling I’m treated fairly ! !

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!"%#

Section 2: How I feel about the Work we do in different lessons

Think about the statements below that are about the work you do in different subject lessons. Please indicate how true these statements are using the scale below: 1 2 3 4 5 never not often sometimes often always

Maths English History Art

(1)

I get to learn interesting things in this subject

!

!

!

! (2)

I’m pretty good at this subject

!

!

!

! (3)

I try very hard in this subject

!

!

!

! (4)

I can choose how to do the tasks set in this subject

!

!

!

! (5)

I would describe the work we do in this subject as fun

!

!

!

! (6)

The work is too hard for me in this subject

!

!

!

! (7)

I get worried when I’m working in this subject

!

!

!

!

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!"&#

Maths English History Art

(8)

I want to learn more in this subject in the future

!

!

!

! (9)

Other students respect my opinions and listen to me in this subject

!

!

!

! (10)

I get to do things I’m good at in this subject

!

!

!

! (11)

I carry on thinking about the work in this subject after the lesson

!

!

!

! (12)

I am happy with the standard of my work in this subject

!

!

!

! (13)

In this subject we have to do exactly what the teacher tells us

!

!

!

! (14)

I am allowed to work with other students in this subject

!

!

!

! 15)

I am happy to talk about my work with the teacher in this subject

!

!

!

! (16)

The work that we do in this subject will be of value to me in the future

!

!

!

!

Page 225: The Impact of Creative Partnerships on the Wellbeing of Children ...

!"'#

Thank you for completing this questionnaire.

If there is anything else you would like to tell us related to the questions you have been asked please write in the box below.

Page 226: The Impact of Creative Partnerships on the Wellbeing of Children ...

!"#$

Appendix 2.1d

How I feel about myself and School

How people feel about themselves is really important as it affects lots of things in life. We are from Cambridge University. We have been asked by the government to find out what students really feel about themselves and their school lessons. It will help them to understand students better and, longer term, suggest ways to improve schools for the students in them. We are asking students in your school and others to help us. We are going to ask you some questions. There are no right or wrong answers. Please answer as honestly as you can. No one will tell your school or teachers what you think. Fill in your details below and then answer the questions. Instructions are given in each section.

School: ………………………………….. I am : Male / Female Year: 10 / 11 (please circle your Year)

Remember

• There are no right or wrong answers

• Please answer honestly

• No one will tell your school or teachers what you think

Page 227: The Impact of Creative Partnerships on the Wellbeing of Children ...

!"%$

Section 1: How I feel about Myself

Think about the statements below that are about the different feelings you may have. Using the scale below please indicate how you feel about yourself for each: 1 2 3 4 5 never not often sometimes often always

You may feel differently in the different places (contexts) where you spend your time. Therefore we would like you to give a separate indication of your feelings -

Inside School and Outside School (this can be your family home or any other place where you

spend a lot of time with friends or others).

Inside

School Outside School

(1)

Feeling good about myself ! !

(2)

Feeling healthy ! !

(3)

Feeling successful ! !

(4)

Feeling miserable ! !

(5)

Feeling energetic ! !

(6)

Feeling cared for ! !

(7)

Feeling appreciated ! !

(8)

Feeling stressed ! !

Page 228: The Impact of Creative Partnerships on the Wellbeing of Children ...

!"&$

Inside School

Outside School

(9)

Feeling capable of coping with challenges ! ! (10)

Feeling bored ! ! (11)

Feeling part of things ! ! (12)

Feeling close to people ! ! (13)

Feeling there is lots to look forward to ! ! (14)

Feeling safe ! ! (15)

Feeling confident ! !

(16)

Feeling everything is an effort ! !

(17)

Feeling things are fun ! ! (18)

Feeling lonely ! ! (19)

Feeling enthusiastic ! !

(20)

Feeling happy ! ! (21)

Feeling I’m treated fairly ! !

Page 229: The Impact of Creative Partnerships on the Wellbeing of Children ...

!"'$

Section 2: How I feel about the Work we do in different lessons

Think about the statements below that are about the work you do in different subject lessons. Please indicate how true these statements are using the scale below: 1 2 3 4 5 never not often sometimes often always For the Humanities subject please choose ONE subject you are currently studying from: History, Geography, Social Studies, Religious Education, etc. If you have not opted for any of these subjects please leave this column blank. For the Arts/Tec subject please choose ONE subject you are currently studying from: Art, Music, any D&T subject, drama, theatre studies, etc. If you have not opted for any of these subjects please leave this column blank.

Maths English Humanities subject

Arts/Tec subject

(1)

I get to learn interesting things in this subject

!

!

!

! (2)

I’m pretty good at this subject

!

!

!

! (3)

I try very hard in this subject

!

!

!

! (4)

I can choose how to do tasks in this subject

!

!

!

! (5)

I would describe the work we do in this subject as fun

!

!

!

! (6)

The work is too hard for me in this subject

!

!

!

!

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!("$

Maths English Humanities subject

Arts/Tec subject

(7)

I get worried when I’m working in this subject

!

!

!

! (8)

I want to learn more in this subject in the future

!

!

!

! (9)

Other students respect my opinions and listen to me in this subject

!

!

!

! (10)

I get to do things I’m good at in this subject

!

!

!

! (11)

I carry on thinking about the work in this subject after the lesson

!

!

!

! (12)

I am happy with the standard of my work in this subject

!

!

!

! (13)

In this subject we have to do exactly what the teacher tells us

!

!

!

! (14)

I am allowed to work with other students in this subject

!

!

!

! 15)

I am happy to talk about my work with the teacher in this subject

!

!

!

! (16)

The work that we do in this subject will be of value to me in the future

!

!

!

!

Page 231: The Impact of Creative Partnerships on the Wellbeing of Children ...

!(($

Thank you for completing this questionnaire.

If there is anything else you would like to tell us related to the questions you have been asked please write in the box below.

Page 232: The Impact of Creative Partnerships on the Wellbeing of Children ...

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!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!1 We applied a similar process to data on wellbeing outside of school collected from the secondary school students. The

factor analysis findings were almost identical in that the same number of factors were extracted accounting for 50.2% of the variance and the factor loading pattern was very similar to that shown in table A3.1.1.

2 In principal components analysis the ‘factors’ are termed ‘components’ to reflect the fact that the process assumes all the variation in the dataset is explainable by the items concerned so the components reflect combinations of the items, whilst other forms of factor analysis do not assume this.

3 Although varimax rotation assumes the factors are orthogonal, i.e. unrelated to each other, which is unlikely in practice, the oblique rotations investigated (which do not make this assumption) revealed very similar solutions. The varimax solution is reported as this yielded the clearest picture.

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achieved by recoding responses as follows: 1 becomes 5, 2 becomes 4, 3 remains the same, 4 becomes 2, and 5 becomes 1. 5 A similar process was conducted with the outside of school wellbeing data. Fit indices for this model were RMSEA =

0.053, CFI = 0.920, TLI = 0.897, Hoelter 0.05 = 385. This indicates a reasonable fit.

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!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!6 Summated scales are preferred to the alternative of factor scores, as the scales are theoretically meaningful Kline, P. (1994).

An Easy Guide to Factor Analysis. London, Routledge. 7 Equivalent scales were also created for the secondary data for wellbeing outside of school.

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#############################################################1 Gender and type of school attended were entered as dummy variables. As dichotomous variables this process required that

one category of each variable was identified as the reference category. In this case boys and students attending the other schools formed the reference categories.

2 Although the Y3 response was rescaled for the purposes of looking at wellbeing across the different age groups, in this analysis where only Year 3 is considered, the original 3-point coding scale has been used.

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