Approaches to interpreting and modeling school well-being

Abstract

The amount of time spent in school is an integral part of children's everyday life, therefore it is important for all actors (teachers, students, parents) that the school creates a positive atmosphere and conditions where students feel comfortable, and like to go every day. Studies on student and school well-being are increasingly appearing in national and international educational research. The primary goals of this literature review are to explore the theoretical embeddedness of school well-being; to clarify concepts that can be related to the phenomenon (e.g., subjective and psychological well-being, student well-being); to present some international models; and to develop a theoretical model for further research. School satisfaction indicators provide feedback on the subjective opinion and success of students. The research developed along the theoretical models aims to reveal the factors influencing school well-being. The theoretical review confirms that school well-being can be interpreted through the interaction of the student and the school environment, and is formed as a result of the cognitive and affective evaluation of positive and negative school experiences. Its consequences determine students' relationship with school and learning, the development of social relations, while their personalities are constantly evolving. The conceptual review demonstrates that school well-being is an indicator of a learning environment that enables students to enjoy a pleasant school life, and underpins their academic and social goals. The exploration and multi-aspect examination of the influencing factors provide an opportunity to create and develop school conditions that support the progress of students.