
- 325 pages
- English
- PDF
- Available on iOS & Android
About this book
In recent decades, children's well-being, particularly at school, has become a major political and academic issue that has gained importance both in public policy and in the social sciences. Well-being at School uncovers and discusses the different ways in which school well-being has been defined and evaluated, by outlining the international and interdisciplinary state of the art. It presents recent and diversified empirical evidence in different European and non-European countries, which bring together perspectives that have often been arbitrarily and artificially opposed in the literature: objective well-being versus subjective well-being; adult-centered perspective versus child-centered perspective; and analysis of family determinants versus analysis of school determinants of child well-being. This book's originality lies in simultaneously considering the multiple dimensions of children's well-being at school and understanding how these different determinants interact and combine, depending on the (geographical, social and family) contexts in which the children live.
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Information
Table of contents
- Cover
- Title Page
- Copyright Page
- Contents
- Acknowledgments
- Introduction
- Part 1. Well-being and Ill-being from Public Policiesā Perspectives
- Part 2. FamilyāSchool Relationships and Childrenās Well-being
- Part 3. School Climate and Childrenās Well-being at School
- Part 4. Well-being and Ill-being from Childrenās Perspectives
- List of Authors
- Index
- EULA