School well-being

The school well-being (also: well-being in the school, English school well-being ), which so far has been defined inconsistently in empirical research, is based on the concept of general or subjective well-being . It has a complex structure. In empirical-pedagogical school research today it is mainly understood and examined as a multi-component model . The following conceptual approximation is often used in current studies:

“Well-being in school describes a state of feeling in which positive emotions and cognitions exist in relation to the school, the people in the school and the school context and dominate over negative emotions and cognitions. Well-being in school refers to the individual emotional and cognitive evaluations in the social context of school or school-related experiences and experiences. Well-being in school can arise short-term and current or develop over a long-term period and vary in its intensity ”.

Components

Based on Tina Hascher's model, the following components or scales are mostly used in empirical well-being research to measure well-being in school: positive attitudes towards school, joy in school, a positive school self-concept , no worries about school, no physical complaints school and no social problems in school.

Functions

There can be three functions of educational well-being of pupils notice: In terms of indication function of school well-being is a positive evaluation of school environment and school-based life. In this context, school well-being is a sign of school success and successful social integration of the students. In addition, school well-being has an educational function in that it forms the basis for beneficial learning processes and successful individual development. In addition, school well-being has a preventive and intervention function in that it can contribute to overcoming problems and difficulties and counteract aggression and violence.

Reference theories

Various reference theories are used when researching well-being at school. These include the self-efficacy theory , self-determination theory , reference group theory and various theories from the field of school quality and school development research.

School well-being and inclusion

In the course of increasing school inclusion processes, due to the ratification of the Convention on the Rights of Persons with Disabilities , school well-being is becoming increasingly important. In current (inclusion) research or inclusive pedagogy , the construct is related to school inclusion in two ways : On the one hand, school well-being is considered the basis or condition for the success of inclusion. At the same time, it is seen as a goal or result of successful inclusion.

Currently, there is still a controversial debate about the extent to which pupils with risk factors, for example those with learning disabilities , can achieve a high level of well-being in inclusive schools - compared to special schools . It is also questionable which individual, family, school and other social factors influence the general and school well-being of children and adolescents. There are numerous research gaps here.

literature

Tina Hascher: Well-being in school. Waxmann Verlag, Münster 2004, ISBN 978-3-8309-1354-2 .
Tina Hascher: The importance of well-being and social climate for inclusion. In: Birgit Lütje-Klose, Susanne Miller, Susanne Schwab, Bettina Streese (eds.): Inclusion: Profiles for school and teaching development in Germany, Austria and Switzerland . Theoretical foundations - empirical findings - practical examples. Waxmann, Münster / New York 2017, ISBN 978-3-8309-3565-0 , pp. 69–79
Tina Hascher, Gerda Hagenauer : The importance of quality factors in teaching and learning emotions for well-being in school . In: Gerda Hagenauer, Tina Hascher (Hrsg.): Emotions and emotion regulation in schools and universities . Waxmann, Münster 2018, ISBN 978-3-8309-3756-2 , pp. 103-120.
Wulf Rauer, Karl Dieter Schuck: FEESS 3-4. Questionnaire for recording emotional and social school experiences of third and fourth grade elementary school children . Beltz test, Göttingen 2003
Wulf Rauer, Karl Dieter Schuck .: FEESS 1-2. Questionnaire for recording emotional and social school experiences of primary school children in first and second grades . Beltz test, Göttingen 2004
Susanne Schwab: School integration, social participation and emotional well-being in school. Results of an empirical longitudinal study . LIT, Vienna / Berlin 2014, ISBN 978-3-643-50572-9 .
Björn Serke: School well-being in inclusive and exclusive school models. An empirical study on the perception and promotion of school well-being of children with special educational needs. Verlag Julius Klinkhardt, Bad Heilbrunn 2019, ISBN 978-3-7815-2279-4 .

Individual evidence

↑ ^a ^b ^c ^d ^e Tina Hascher: The importance of well-being and social climate for inclusion . In: Birgit Lütje-Klose, Susanne Miller, Susanne Schwab, Bettina Streese (eds.): Inclusion: Profiles for school and teaching development in Germany, Austria and Switzerland. Theoretical foundations - empirical findings - practical examples. Waxmann, Münster / New York 2017, ISBN 978-3-8309-3565-0 , pp. 69-79 .
↑ ^a ^b ^c ^d Tina Hascher: Well-being in school . Waxmann, Münster 2004, ISBN 978-3-8309-1354-2 , pp. 148 .
↑ Tina Hascher, Gerda Hagenauer: The importance of quality factors in teaching and learning emotions for well-being in school . In: Gerda Hagenauer, Tina Hascher (Hrsg.): Emotions and emotion regulation in schools and universities . Waxmann, Münster 2018, ISBN 978-3-8309-3756-2 , pp. 103-120 .
^ Wulf Rauer, Karl Dieter Schuck: FEESS 3-4. Questionnaire for recording emotional and social school experiences of third and fourth grade elementary school children. Beltz test, Göttingen 2003.
^ Wulf Rauer, Karl Dieter Schuck: FEESS 1-2. Questionnaire for recording emotional and social school experiences of primary school children in first and second grades. Beltz test, Göttingen 2004.
↑ ^a ^b Björn Serke: School well-being in inclusive and exclusive school models. An empirical study on the perception and promotion of school well-being of children with special educational needs . Verlag Julius Klinkhardt, Bad Heilbrunn 2019, ISBN 978-3-7815-2279-4 .
↑ Susanne Schwab: School integration, social participation and emotional well-being in school. Results of an empirical longitudinal study . LIT, Vienna / Berlin 2014, ISBN 978-3-643-50572-9 .

[:0-1] Tina Hascher: The importance of well-being and social climate for inclusion . In: Birgit Lütje-Klose, Susanne Miller, Susanne Schwab, Bettina Streese (eds.): Inclusion: Profiles for school and teaching development in Germany, Austria and Switzerland. Theoretical foundations - empirical findings - practical examples. Waxmann, Münster / New York 2017, ISBN 978-3-8309-3565-0 , pp. 69-79 .

[:1-2] Tina Hascher: Well-being in school . Waxmann, Münster 2004, ISBN 978-3-8309-1354-2 , pp. 148 .

[3] Tina Hascher, Gerda Hagenauer: The importance of quality factors in teaching and learning emotions for well-being in school . In: Gerda Hagenauer, Tina Hascher (Hrsg.): Emotions and emotion regulation in schools and universities . Waxmann, Münster 2018, ISBN 978-3-8309-3756-2 , pp. 103-120 .

[4] Wulf Rauer, Karl Dieter Schuck: FEESS 3-4. Questionnaire for recording emotional and social school experiences of third and fourth grade elementary school children. Beltz test, Göttingen 2003.

[5] Wulf Rauer, Karl Dieter Schuck: FEESS 1-2. Questionnaire for recording emotional and social school experiences of primary school children in first and second grades. Beltz test, Göttingen 2004.

[:2-6] Björn Serke: School well-being in inclusive and exclusive school models. An empirical study on the perception and promotion of school well-being of children with special educational needs . Verlag Julius Klinkhardt, Bad Heilbrunn 2019, ISBN 978-3-7815-2279-4 .

[7] Susanne Schwab: School integration, social participation and emotional well-being in school. Results of an empirical longitudinal study . LIT, Vienna / Berlin 2014, ISBN 978-3-643-50572-9 .