Children’s participation in school: a cross-sectional study of the relationship between school environments, participation and health and well-being outcomes

Abstract

BackgroundSchools are a key setting for health promotion and improvement activities and the psycho-social environment of the school is an important dimension for promoting the health and well-being of children. The development of Health Promoting Schools (HPS) draws on the settings-based approach to health promotion and includes child participation as one of its basic values. This paper investigates the relationships between child participation, the school environment and child outcomes.MethodsStudy participants were recruited from nine primary schools, three of which were designated as Health Promoting Schools (HPS). Each HPS was matched with two non-HPS (NHPS) with similar characteristics. Two hundred and thirty-one pupils in the 4th-6th class groups completed self-report questionnaires to document their perspectives on the school socio-ecological environment, how they take part in school life, school processes and their health and well-being.ResultsSchool participation was measured with four scales: participation in school decisions and rules, school activities, school events and positive perception of school participation. The differences in the reported mean score for three of the four scales were marginal and not statistically significant. However, the mean score for reported positive perception of school participation was significantly lower (χ2 = 5.13, df =1, p < 0.05) among pupils in HPS (mean = 26.03; SD 3.37) compared to NHPS (mean = 26.30; SD 3.36). Participation in school decisions and rules (OR 1.22, 95% CI 1.12-1.33), participating in school activities (OR 1.20, 95% CI 1.10-1.31), participating in school events (OR 1.19, 95% CI 1.10-1.29) and reported positive perception of school participation (OR 1.26, 95% CI 1.15-1.39) were all positively associated with health and well-being outcomes for all pupils. Logistic regression analyses indicated positive associations between school participation and school socio-ecological environment.ConclusionsThese findings suggest that school participation is important for children in schools and is relevant for improved school environment, relationships and positive health and well-being outcomes. The positive associations between school participation and school socio-ecological environment and health and well-being outcomes suggests that pupil health and well-being and school relationships could be improved or sustained by providing or supporting an environment that encourages pupil participation in school life.Electronic supplementary materialThe online version of this article (doi:10.1186/1471-2458-14-964) contains supplementary material, which is available to authorized users.

Participace žáků očima učitelů: případová studie školy s mnohaletou zkušeností

“…Někteří do ní zahrnují i prostou účast žáků na školních událostech (např. John-Akinola & Nic-Gabhainn, 2014). Jiní akcentují, že žáci musí být do dané aktivity zapojeni (např.…”

“…Šeďová & Švaříček, 2010;de Róiste et al, 2012;Ceballos López et al, 2016;Rodríguez et al, 2016 a další) nebo na vztahy a klima ve škole (např. Mitra, 2009;John-Akinola & Nic-Gabhainn, 2014). Od devadesátých let 20. století výzkumníci intenzivně studují roli žáků v oblasti reformy školy (např.…”

Social recognition matters: Consequences for school participation and life satisfaction among immigrant students

“…Existing research recognises that the ability to participate is already acquired during childhood and adolescence and strongly shaped within schools (Metz & Youniss, 2005). For example, John‐Akinola and Nic‐Gabhainn (2014) report that students differ in their perception of possibilities regarding participation in school activities, which has further consequences for well‐being and health outcomes (see also De Róiste, Kelly, Molcho, Gavin, & Nic Gabhainn, 2012). The present contribution is concerned with the antecedents of participation in activities at school and well‐being.…”

“…To this end, we chose a definition and operationalization of school participation suggested by John‐Akinola and Nic‐Gabhainn (2014) which includes aspects of having a say (which is stressed in definitions of other authors, see e.g., Anderson, 2018) but also incorporates further aspects that focus more on participation as taking part in certain activities. More specifically, according to John‐Akinola and Nic‐Gabhainn (2014), school participation involves four sub‐dimensions: (a) participation in school decisions and rules (e.g., taking part in making school rules), (b) participation in school events (events organized by the school), (c) participation in school activities such as arts, physical education, music, sports, drama, school tours and after‐school activities and (d) positive perception of school participation (pupils' perception of feeling happy about their level of participation at school).…”

“…There might, however, be distinct relationships if specific school participation subscales are regarded. For example, the four school participation subscales suggested by John‐Akinola and Nic‐Gabhainn (2014) contain distinct behaviours and activities that might be differentially linked to different recognition experiences (e.g., Anderson & Graham, 2016). More specifically, participation in decision‐making requires the perception of the self as a morally accountable person (Honneth, 1995).…”