(Re)examining the Relationship Between Children’s Subjective Wellbeing and Their Perceptions of Participation Rights

Abstract

In recent years wellbeing has been linked increasingly with children’s rights, often characterised as central to their realisation. Indeed it has been suggested that the two concepts are so intertwined that their pairing has become something of a mantra in the literature on childhood. This paper seeks to explore the nature of the relationship between wellbeing and participation rights, using a recently developed ‘rights-based’ measure of children’s participation in school and community, the Children’s Participation Rights Questionnaire (CPRQ), and an established measure of subjective wellbeing – KIDSCREEN-10. The data for the study came from the Kids’ Life and Times (KLT) which is an annual online survey of Primary 7 children carried out in Northern Ireland. In 2013 approximately 3800 children (51 % girls; 49 % boys) from 212 schools participated in KLT. The findings showed a statistically significant positive correlation between children’s overall scores on the KIDSCREEN-10 subjective wellbeing measure and their perceptions that their participation rights are respected in school and community settings. Further, the results indicated that it is the social relations/autonomy questions on KIDSCREEN-10 which are most strongly related to children’s perceptions that their participation rights are respected. Exploration of the findings by gender showed that there were no significant differences in overall wellbeing; however girls had higher scores than boys on the social relations/autonomy domain of KIDSCREEN-10. Girls were also more positive than boys about their participation in school and community. In light of the findings from this study, it is suggested that what lies at the heart of the relationship between child wellbeing and children’s participation rights is the social/relational aspects of both participation and wellbeing.

The role of social and psychological resources in children's perception of their participation rights

“…Children who report higher levels of well-being are also more likely to be civically engaged (Albanesi, Cicognani, & Zani, 2007) and to express their opinions in school (de Róiste, Kelly, Molcho, Gavin, & Nic Gabhainn, 2012). In a similar vein, evidence indicates that children's subjective well-being correlates with positive feelings regarding the enjoyment of participation rights (Lloyd & Emerson, 2016).…”

“…First, most studies have used qualitative designs and there is comparatively little quantitative research examining children's perspectives on their participation rights. While, for instance, there are several qualitative studies on children's views of their participation rights in schools (e.g., Mannion, 2007;McCluskey et al, 2013;Mitra, 2004;Wyse, 2001), less quantitative evidence on this research concern currently exists (Khoury- Kassabri & Ben-Arieh, 2009;Lloyd & Emerson, 2016). 1 Moreover, we are unaware of any recent quantitative research regarding this question in Swiss schools.…”

“…However, both policymakers and researchers contend that it is still unclear how children's participation rights are best implemented in practice (Evans & Spicer, 2008;Liefaard & Sloth-Nielsen, 2017), and what conditions must be satisfied to facilitate effective participation (Kim & Yoo, 2016). Furthermore, despite a growing body of literature on children's rights to participate in various realms of life (Bosisio, 2012;Shier, 2001;Smith, 2007;Vis & Thomas, 2009), we still know relatively little about children's own perceptions of their participation rights (Hart, Pavlovic, & Zeidner, 2001;Lloyd & Emerson, 2016;Wyse, 2001). This is problematic insofar as children will only be able to advocate their rights if they are sufficiently aware of them (Liebel, 2012).…”

“…12) alongside ensuring that his / her views be "given due weight in accordance with the age and maturity of the child" (ibid.). The right of children to articulate their views and have them taken into account is considered the primary provision of the CRC in relation to children's participation rights (Lloyd & Emerson, 2016). Granting children the right to take part in all matters concerning their lives constitutes not only a legal prerequisite, but also a pedagogically important step on the way to respecting each child as selfdetermined and equal members of society (Daiute, 2008;Lundy, 2007; see also Masschelein & Quaghebeur, 2005).…”

A Clash of Conventions? Participation, Power and the Rights of Disabled Children

“…Much effort has been expended on developing strategies, policies, practices, and protocols designed to actualise, normalise and measure participation and participation rights (Kirby et al, 2003;Lundy, 2007), such as Hart's ubiquitous adaptation of the 'ladder of participation' (Hart, 1992). And as far as 'social' participation in contexts such as education, leisure or sport is concerned, the notion of 'well being' has been shown to be positively correlated to the efficacy of participation rights (Lloyd & Emerson, 2016), so that greater levels of 'well being'-with social scientists devising ways to measure changes-can be taken as indicative of more or less successful projects to realise participation rights. Things are trickier when it comes to political participation.…”