Well-being at school updates and expands a previous review of the child well-being literature....

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Transcript of Well-being at school updates and expands a previous review of the child well-being literature....

  • Bibliography

    Well-being at school

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    Bibliography

    Well-being at school

    Hélène Beaucher Information specialist

    CIEP Documentary Resource Center

    October 2012

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    Contents

    Introduction

    ...................................................................................................................5


    Defining and measuring well-being .................................................................... 7
 Concepts of well-being and well-being at school ............................................................................. 7
 Evaluation of well-being, evaluation of well-being at school.......................................................... 10


    International surveys .................................................................................... 15


    National and regional studies and surveys ......................................................... 19
 Regional studies and surveys.........................................................................................................19
 National studies and surveys .........................................................................................................21


    Focus on a few themes ................................................................................... 27
 School climate and violence at school ........................................................................................... 27
 Solutions.......................................................................................................................................31


    A holistic approach: health-promoting schools ................................................... 35
 Case studies .................................................................................................................................38


    Sitography...................................................................................................39
 International networks and organizations .................................................................................... 39
 National websites.........................................................................................................................40


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    Introduction

    This bibliography has been produced for the “International Conference on Educational Monitoring and Evaluation” due to be held at the CIEP on 14th and 15th November 2012. The theme of this conference is well-being at school and the evaluation of schools. This non-exhaustive bibliography lists documents on the theme of well-being at school. The first part looks at the definition and measurement of well-being. The second part presents international surveys, followed by a section comprising national and regional studies and surveys on well-being and well-being at school of pupils and teachers. A few themes including school climate and violence will then be focused on. Lastly, the final part addresses health-promoting schools – a holistic approach involving equal opportunity, behavioural management and anti-bullying policies as well as agreements between schools and families. A sitography rounds off this bibliography. Bibliography finalised on 15th October 2012

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    Defining and measuring well-being

    Concepts of well-being and well-being at school

    Well-being

    BRADSHAW J., KEUNG A., REES G., et al. Children's subjective well-being: international comparative perspectives Children and Youth Services Review, 2011, vol.33, n° 4, p. 548-556

    This paper is a comparison of the results obtained to sample survey questions on subjective well-being of children at two contrasting levels of analysis - international macro (European Union 29) and national level micro (England). At both levels, children's well-being is accessed in terms of three subjective domains: personal well-being, relational well-being, and well-being at school. The results show that at the macro level personal well-being is associated with the material and housing circumstances. Well-being at school is not associated with any variable. Subjective health is only associated with family structure. At the micro level, although many of the demographic and socio-economic characteristics of children are found to be associated with their well-being in the domains, these factors explain only a small amount of the variation in these well-being domains.

    @ POLLARD Elizabeth, LEE Patrice

    Child Well-being: A Systematic Review of the Literature Social Indicators Research, January 2003, vol. 61, n° 1, p. 59-78. Available from Internet: http://www.springerlink.com

    A systematic review the child well-being literature in English was conducted with searches in five databases to assess the current state of child wellbeing research and answer the following questions: How is child well-being defined? What are the domains of child well-being? What are the indicators of child well-being and how is child well-being measured? This review updates and expands a previous review of the child well-being literature. Results indicate that well-being is a commonly used but inconsistently defined term frequently included in the study of child development. There are five distinct domains of child well-being: physical, psychological, cognitive, social, and economic. Positive indicators are used more often in the physical, cognitive, social, and economic domains, while more negative or deficit indicators are used in the psychological domain. There is little agreement in the research literature on how to best measure child well-being.

    Online Document

    @ STATHAM June, CHAISE Elaine Childhood Wellbeing: A brief overview London: Childhood Wellbeing Research Centre, august 2010, 18 p. Available from Internet: https://www.education.gov.uk

    Wellbeing is generally understood as the quality of people’s lives. It is a dynamic state that is enhanced when people can fulfill their personal and social goals. It is understood both in relation to objective measures, such as household income, educational resources and health status; and subjective indicators such as happiness, perceptions of quality of life and life satisfaction. The paper provides a summary of how wellbeing is conceptualized and defined; the domains and measures employed to assess child wellbeing within the United Kingdom and internationally; how the views of children and young people are incorporated into work on child wellbeing; and some conclusions from key studies relevant to the wellbeing of children and young people in the UK.

    Online Document

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    Well-being at school COLEMAN John Well-being in schools: empirical measure, or politician’s dream ? Oxford Review of Education, 2009, vol. 35, n° 3, p. 281-292

    This article shows how well-being has become a significant focus of much educational policy in the United Kingdom, and explores how this has come about. Different definitions of well- being are reviewed as is the empirical base on which many of the interventions to improve well-being have been founded. Some of the major criticisms of this shift in policy are outlined, and the article includes a consideration of the validity of these criticisms. Finally it is noted that, while some elements of well-being are based on empirical research, much of the impetus for the focus on well-being has stemmed from the political agenda in the United Kingdom over the past decade.

    @ KONU Anne, RIMPELLÄ Matti Konu

    Well-being in schools: a conceptual model Health Promotion international, 2002, vol 17, n° 1, p. 79-87. Available from Internet: http://heapro.oxfordjournals.org/

    A theoretically grounded model based on the sociological concept of well-being is needed for planning and evaluation of school development programmes. The School Well-being Model is based on Allardt's sociological theory of welfare and assesses well-being as an entity in school setting. Well-being is connected with teaching and education, and with learning and achievements. Indicators of well-being are divided into four categories: school conditions (having), social relationships (loving), and means for self-fulfillment (being) and health status. ‘Means for self-fulfillment’ encompasses possibilities for each pupil to study according to his/her own resources and capabilities. The model takes into account the important impact of pupils' homes and the surrounding community. Compared with others, the School Well-being Model's main differences are the use of the well-being concept, the definition of health and the subcategory means for self-fulfillment.

    Online Document

    @ KONU Anne, LINTONEN E. RIMPELA M. Factor Structure of The School Well-Being Model Health Education Research, 2002, vol. 17, n° 6, p. 732-742. Available from Internet: http://her.oxfordjournals.org

    The aim of this study was to confirm empirically the factor structure of the School Well-being Model. In this Model well-being was divided into school conditions, social relationships, means for self-fulfillment and health status. However, the social relationships and the means for self-fulfillment categories would have benefited from additional questions. The School Well-being Model can be utilized to construct school well-being profiles both for groups of pupils and for schools as a whole. The school well-