School-related Subjective Well-being of Children with and without Special Educational Needs in Inclusive Classrooms

Abstract

Given the importance of schools as socializing institutions, a key dimension of children’s subjective well-being (SWB) is their perception of school-related aspects. This study complements previous literature on various determinants of children’s SWB by focusing on students with special educational needs (SEN). Due to academic challenges, stigmatization, and exclusion, they are at risk of experiencing reduced SWB. With the implementation of inclusive education around the globe, students with SEN are more frequently enrolled in regular schools, and a question arises regarding how students with SEN assess their school-related SWB in inclusive settings. Drawing on longitudinal data from the National Educational Panel Study in Germany (NEPS) we systematically investigate the effect of the SEN status on various facets of school-related SWB measured in Grade 4 of primary school. Applying a propensity score matching approach, we contrast children with SEN status to children without SEN status who are comparable in a rich set of observed confounding variables. We find that at the end of primary school, students with SEN report being less satisfied with life in general, being less satisfied with school and their friends than their comparable counterpart without SEN. Moreover, they experience more tiredness and feelings of loneliness, and show lower levels of learning enjoyment and task mastering. The potential mechanisms leading to lower school-related SWB are discussed.

The Effects of Learning-Related and Peer-Related School Experiences on Adolescent Wellbeing: A Longitudinal Structural Equation Model

“…Baseline wellbeing at T1 was controlled for, as were certain demographic variables commonly associated with wellbeing. These were identified on the basis of evidence of association in previous literature on demographic correlates of adolescent wellbeing: sex (Black et al, 2022;Chen et al, 2020); socioeconomic status (Goswami, 2014;Main, 2014;Quon & McGrath, 2014;Tan et al, 2020); and, special educational needs (Barnes & Harrison, 2017;Goldan et al, 2022;Goswami, 2014)). Figure 1 presents a conceptual model.…”

Intégré·e au cycle d’orientation? Enjeux, facilitateurs et obstacles du point de vue des parents d’élèves identifié·e·s comme ayant des besoins éducatifs particuliers

“…De nombreux travaux mettent en lumière des avantages et risques pour les élèves iBEP en lien avec ces mesures d'aide en contexte intégratif. Parmi les risques, on retrouve notamment la stigmatisation et une mauvaise intégration sociale, qui peuvent avoir une influence négative sur le bien-être scolaire perçu des élèves (Bovey, 2022;Goldan et al, 2022;Guimard et al, 2015;Sahli Lozano, Schnell, et al, 2020). La recherche scientifique a montré que ces risques sont plus élevés à l'école secondaire qu'à l'école primaire (Guimard et al, 2015;Hascher et Hagenauer, 2011) et qu'il manque encore beaucoup de recherches au sujet de la mise en oeuvre et des effets des mesures d'aide en contexte intégratif au niveau du secondaire I (Luder, 2021).…”

The Mediating Role of Academic Passion in Determining the Relationship Between Academic Self-Regulation and Goal Orientation With Academic Burnout Among English Foreign Language (EFL) Learners

“…Burnout in education has various symptoms, including lack of enthusiasm for the subject, inability to continue attending the class, lack of participation in-class activities, inadequacy and inefficiency in university activities, and failure to learn the subject. Also, the sense of tiredness due to educational needs, sensitivity, worthlessness, passion, apathy toward university, and inadequacy can be considered the most important symptoms ( Salmela-Aro and Tynkkynen, 2012 ; Goldan et al, 2022 ).…”