Wow! eBook
Well-being at School: A Social Problem (ISTE Consignment)
by: Claude Martin (Editor), Kevin Diter (Editor)
Publisher: Wiley-ISTE
Edition: 1st
Publication Date: 2025-01-09
Language: English
Print Length: 336 pages
ISBN-10: 1789452171
ISBN-13: 9781789452174
Book Description
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.
Editorial Reviews
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.