Edited by
Claude Martin, National Scientific Research (CNRS) and University of Rennes, France.
Kevin Diter, University of Lille and Clersé Research Laboratory, France.
ISBN : 9781789452174
Publication Date : December 2024
Hardcover 320 pp
165.00 USD
Co-publisher
In recent decades, children’s well-being, particularly at school, has become a major political and academic issue that has gained importance both in public policy and in the social sciences.
Well-being at School uncovers and discusses the different ways in which school well-being has been defined and evaluated, by outlining the international and interdisciplinary state of the art. It presents recent and diversified empirical evidence in different European and non-European countries, which bring together perspectives that have often been arbitrarily and artificially opposed in the literature: objective well-being versus subjective well-being; adult-centered perspective versus child-centered perspective; and analysis of family determinants versus analysis of school determinants of child well-being.
This book’s originality lies in simultaneously considering the multiple dimensions of children’s well-being at school and understanding how these different determinants interact and combine, depending on the (geographical, social and family) contexts in which the children live.
Part 1. Well-being and Ill-being from Public Policies’ Perspectives.
1. The Impact of a “Crisis” of Well-being on Goals and Practices in the British Educational System, Kathryn Ecclestone.
2. New Zealand: Educational Inequality in a High-performing System, Grant Duncan.
3. Is Early Childhood Education Part of the Solution to Inequalities, or is it Part of the Problem? Michel Vandenbroeck.
Part 2. Family–School Relationships and Children’s Well-being.
4. The Conditions for Effective Parental Involvement at School, Sandrine Garcia.
5. School, Peers and Parental Expectations: Understanding “Ill-being” at School, Agnès Grimault-Leprince, Lila Le Trividic-Harrache and Rozenn Nedelec.
6. “Well-being” in Harmony with “Performance”: Understanding Parental Choice of Montessori
Private Schooling, Ghislain Leroy and Julie Pinsolle.
Part 3. School Climate and Children’s Well-being at School.
7. Unequal Impact of School-related Factors on Low Levels of Subjective Well-being Among Students in France, the UK and Portugal, Kevin Ditter and Claude Martin.
8. Building Stronger Student–Teacher Relationships to Improve Youth Opportunities and Well-being, Maia Cucchiara.
9. Trends in Teenage Mental Health and Well-being: Parents, Peers and Poverty Shame, Dimitra Hartas.
Part 4. Well-being and Ill-being from Children’s Perspectives.
10. Well-being, Recognition and Participation: The Challenge for Schools, Nigel Patrick Thomas.
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, Cath Larkins.
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.
