What was the goal?
The goal of the project was to identify the key factors influencing the wellbeing of students aged 13 to 15 in a school context. While numerous studies on academic achievement exist, the team observed that subjective student wellbeing remains under-researched. The project aimed to systematically examine the extent to which aspects such as social integration and academic performance affect subjective wellbeing. It also sought to give students a voice by exploring what they specifically wish from their teachers in order to feel better at school. The main objective was to gather findings that are directly applicable to pedagogical practice, while also demonstrating that wellbeing is a complex topic closely connected to successful learning.
How did the project proceed?
The project used a combination of quantitative and qualitative methods. The team developed an online questionnaire in two parts: the first part adapted an existing wellbeing questionnaire designed for students up to age 12 to suit the target age group of 13 to 15, while the second part consisted of original multiple-choice and open-ended questions aimed at capturing students’ wishes and opinions. The questionnaire was administered across six school classes, yielding 100 valid responses. The quantitative data were analyzed using JASP, including correlation analyses to test the team’s hypotheses. The open-ended questions were categorized and evaluated for content.
What were the results?
The results showed that student wellbeing is primarily influenced by two factors: social integration within the class and the quality of the relationship with teachers. Statistical analyses revealed that students who got along well with their classmates and had formed friendships reported higher overall wellbeing. A positive self-assessment of one’s own academic performance was also linked to greater wellbeing at school. The qualitative findings made it particularly clear that students regard their teachers as a central factor for their wellbeing. Students emphasized the importance of being treated fairly and respectfully, having varied and engaging lessons, and having teachers who demonstrate humor, patience, and empathy. The project concluded that these findings are highly relevant for practice, as they show how closely student wellbeing is connected to the school environment, and that teachers can directly influence a positive classroom climate by consciously working on their relationships with students.