Appraisals and de/legitimation of classroom well‐being: A study based on Chilean students' voices

Abstract

This study analysed, from a social justice perspective, how students from two Chilean public schools evaluate, legitimise and delegitimise processes and social actors associated with classroom well‐being. Using a participatory qualitative design, fifty‐nine (59) seventh grade students were asked to take and then select photographs about their school experience, and later participated in semi‐structured interviews and a group workshop. Findings regarding the classroom context showed that children legitimised active learning methodologies, teachers to whom they feel close, and the use of technology for learning. They delegitimised punishment and teachers who ignored minority students or those with learning difficulties.

Contributions of Individual, Family, and School Characteristics to Chilean Students’ Social Well-Being at School

“…In Chile, research on social well-being has been scarce compared with evidence reported on subjective well-being and its measurement and contributions (Oyanedel et al, 2015;Oyarzún, 2018). Several qualitative studies on subjective well-being have highlighted the need to consider variables of interpersonal relationships and the material and affective environments in which students engage and participate, to quantify the school experience in a positive and collective way (Berger et al, 2009;Fernández et al, 2020;Ramírez et al, 2021). A few quantitative studies positioned social well-being together with school climate and teacher support as a moderating variable to explain the association between academic results and the subjective wellbeing of students (Bilbao et al, 2014) and to analyze the processes of acculturation of minority students (Mera et al, 2017;Céspedes et al, 2019).…”

Exclusionary discipline practices and their relation to Chilean students' perception of school climate practices

“…The fact that students' individual GPA, but not their gender, was significatively associated with higher perceptions of an inclusive and democratic school climate suggests that ableism might be a key characteristic of exclusionary practices. Qualitative findings in schools with positive school climates in Chile suggest that lower‐achieving students receive an academic and social experience that is poorer and more discriminatory than high‐achieving students (Ramírez‐Casas del Valle et al, 2020, 2021). Exclusionary discipline practices can result in illegal discrimination if they involve differentiated treatment and disproportionate punishment rates based on stereotypes of race, ability, gender, or social class among students (Heilbrun et al, 2017).…”