The aim of this study was to explore the spatial approach to well-being in French middle schools, drawing on an ecological model of child development to explore how student well-being varies through the day according to the part of the school premises they are in. 2028 (from 11 to 15 years old) students took part in the survey. The results confirm that a spatial approach is interesting because it reveals different levels of subjective well-being according to place. The results also show that the decrease in student well-being between the first and the fourth year is more about learning spaces; other spaces do not result in this decrease. Our study highlights the usefulness of this ecological framework and the importance of complementary qualitative approaches and studies in different cultural contexts for a better understanding of variations in student well-being.
L’objet de notre travail est de proposer une approche spatiale du bien-être à l’école sur la base d’une enquête de victimation et de climat scolaire. Une focalisation sur les vestiaires d’EPS permet d’examiner un lieu singulier qui échappe la plupart du temps au regard et à la vigilance de l’adulte. Mille quarante-neuf élèves, issus de 13 collèges ont été interrogés. Les résultats montrent qu’il y a bien des lieux propices aux manifestations de violence au sein du collège selon le point de vue des élèves. Les victimations dans les vestiaires apparaissent singulièrement élevées dans cet espace et en particulier les moqueries, le voyeurisme, les bagarres collectives ou encore les dissimulations d’objets.
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