{"product_id":"well-being-at-school-a-social-problem-hardback-9781789452174","title":"Well-being at School; A Social Problem (Hardback) 9781789452174","description":"\u003cfont face=\"Georgia\"\u003e\r\n\u003cp\u003e\u003cfont size=\"6\"\u003eWell-being at School\u003c\/font\u003e\u003cbr\u003e\r\n\u003cfont size=\"5\"\u003eA Social Problem\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\u003cp\u003e\u003cfont size=\"4\"\u003eClaude Martin (Edited by), C Martin (Author), Kevin Diter (Edited by)\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e9781789452174, Wiley\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eHardback, published 3 March 2025\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e336 pages\u003cbr\u003e23.5 x 15.6 x 2.1 cm, 0.712 kg\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\r\n\u003cp align=\"justify\"\u003e\u003cstrong\u003e\u003cfont size=\"3\"\u003eIn 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. \u003cbr\u003e\u003cbr\u003e\u003ci\u003eWell-being at School\u003c\/i\u003e 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. \u003cbr\u003e\u003cbr\u003eThis 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.\u003c\/font\u003e\u003c\/strong\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e\u003cp\u003eAcknowledgments xiii\u003c\/p\u003e \u003cp\u003eIntroduction\u003cbr\u003e \u003ci\u003eKevin Diter And Claude Martin\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 1 Well-being and Ill-being from Public Policies’ Perspectives 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 1 The Impact of a “Crisis” of Well-being on Goals and Practices in the British Educational System 3\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eKathryn Ecclestone\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e1.1 Introduction 3\u003c\/p\u003e \u003cp\u003e1.2 The cultural turn toward psychological vulnerability 6\u003c\/p\u003e \u003cp\u003e1.2.1 An unprecedented crisis? 6\u003c\/p\u003e \u003cp\u003e1.2.2 Therapeutic cultural narratives 9\u003c\/p\u003e \u003cp\u003e1.2.3 The cultural turn to psychological “vulnerability” 11\u003c\/p\u003e \u003cp\u003e1.3 Changing the human and curriculum subject of education 13\u003c\/p\u003e \u003cp\u003e1.3.1 Approaches to well-being 13\u003c\/p\u003e \u003cp\u003e1.3.2 Concept creep 15\u003c\/p\u003e \u003cp\u003e1.4 Problems with the evidence-base 18\u003c\/p\u003e \u003cp\u003e1.4.1 Evaluations of policy-led well-being initiatives in British schools 18\u003c\/p\u003e \u003cp\u003e1.4.2 Weak concepts and measures 18\u003c\/p\u003e \u003cp\u003e1.5 Educational alternatives to well-being 20\u003c\/p\u003e \u003cp\u003e1.6 Conclusion 22\u003c\/p\u003e \u003cp\u003e1.7 References 23\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 2 New Zealand: Educational Inequality in a High-performing System 31\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eGrant Duncan\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e2.1 Well-being 32\u003c\/p\u003e \u003cp\u003e2.2 Well-being and schools 37\u003c\/p\u003e \u003cp\u003e2.3 New Zealand: A brief history 39\u003c\/p\u003e \u003cp\u003e2.4 The contemporary scene 40\u003c\/p\u003e \u003cp\u003e2.5 “Te Kotahitanga” 44\u003c\/p\u003e \u003cp\u003e2.6 The Covid-19 pandemic 47\u003c\/p\u003e \u003cp\u003e2.7 Conclusion 48\u003c\/p\u003e \u003cp\u003e2.8 References 50\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 3 Is Early Childhood Education Part of the Solution to Inequalities, or is it Part of the Problem? 55\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eMichel Vandenbroeck\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e3.1 Introduction: from outcomes to opportunities 55\u003c\/p\u003e \u003cp\u003e3.2 Quality and beyond 58\u003c\/p\u003e \u003cp\u003e3.3 Moderate quality 61\u003c\/p\u003e \u003cp\u003e3.4 Unequal access 63\u003c\/p\u003e \u003cp\u003e3.5 Discussion: a remarkable paradox 65\u003c\/p\u003e \u003cp\u003e3.6 References 66\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 2 Family–School Relationships and Children’s Well-being 73\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 4 The Conditions for Effective Parental Involvement at School 75\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eSandrine Garcia\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e4.1 Families who anticipate difficulties 78\u003c\/p\u003e \u003cp\u003e4.2 Problem-solving families 81\u003c\/p\u003e \u003cp\u003e4.3 Powerless families 84\u003c\/p\u003e \u003cp\u003e4.4 Conclusion 87\u003c\/p\u003e \u003cp\u003e4.5 References 88\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 5 School, Peers and Parental Expectations: Understanding “Ill-being” at School 91\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eAgnès Grimault-Leprince, Lila Le Trividic-Harrache And Rozenn Nedelec\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e5.1 Survey method 94\u003c\/p\u003e \u003cp\u003e5.2 Areas of differentiation in subjective school experience 95\u003c\/p\u003e \u003cp\u003e5.3 Characterizing student experience profiles 98\u003c\/p\u003e \u003cp\u003e5.4 Difficulty at school and perceived family expectations of schooling 101\u003c\/p\u003e \u003cp\u003e5.5 School ill-being and the configuration of social bonds 102\u003c\/p\u003e \u003cp\u003e5.6 Conclusion 106\u003c\/p\u003e \u003cp\u003e5.7 References 107\u003c\/p\u003e \u003cp\u003e5.7 Appendices 110\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 6 “Well-being” in Harmony with “Performance”: Understanding Parental Choice of Montessori Private Schooling 117\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eGhislain Leroy And Julie Pinsolle\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e6.1 Introduction 117\u003c\/p\u003e \u003cp\u003e6.2 Understanding parental rejection of “mainstream” schools 119\u003c\/p\u003e \u003cp\u003e6.2.1 The broken arm, the mammoth, and the mold 119\u003c\/p\u003e \u003cp\u003e6.2.2 Parents in search of a “personalized” learning experience 122\u003c\/p\u003e \u003cp\u003e6.2.3 Recent changes in state schools and society 123\u003c\/p\u003e \u003cp\u003e6.3 Understanding the refusal of “mainstream” schools 124\u003c\/p\u003e \u003cp\u003e6.3.1 Parent–teacher relations 124\u003c\/p\u003e \u003cp\u003e6.3.2 Beyond pedagogical personalization: welcoming the child as a whole person 125\u003c\/p\u003e \u003cp\u003e6.3.3 The Montessori community and difference 127\u003c\/p\u003e \u003cp\u003e6.4 What kind of individualization are Montessorian parents looking for their children? 128\u003c\/p\u003e \u003cp\u003e6.4.1 Personalized education at home 129\u003c\/p\u003e \u003cp\u003e6.4.2 The mother at the service of the individual child 130\u003c\/p\u003e \u003cp\u003e6.4.3 Socializing to achieve autonomy and hidden childhood constraints 132\u003c\/p\u003e \u003cp\u003e6.5 Conclusion: interpreting the relationship between “well-being” and performance in early childhood 134\u003c\/p\u003e \u003cp\u003e6.6 References 136\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 3 School Climate and Children’s Well-being at School 139\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 7 Unequal Impact of School-related Factors on Low Levels of Subjective Well-being Among Students in France, the UK and Portugal 141\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eKevin Diter And Claude Martin\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e7.1 Introduction: from well-being to ill-being and back again 141\u003c\/p\u003e \u003cp\u003e7.1.1 Understanding well-being: from a negative to a positive definition 141\u003c\/p\u003e \u003cp\u003e7.1.2 Role of school climate in determining the level of children’s SWB 143\u003c\/p\u003e \u003cp\u003e7.1.3 From the determinants of well-being to the determinants of ill-being: the contribution of comparison 144\u003c\/p\u003e \u003cp\u003e7.2 Data and methods 145\u003c\/p\u003e \u003cp\u003e7.2.1 The PISA 2015 Survey 145\u003c\/p\u003e \u003cp\u003e7.2.2 Students’ level of SWB and its main determinants 146\u003c\/p\u003e \u003cp\u003e7.2.3 Methodology: why use stratified (multilevel) analyses? 149\u003c\/p\u003e \u003cp\u003e7.3 Findings 150\u003c\/p\u003e \u003cp\u003e7.3.1 Low level of well-being unequally distributed depending on the country 150\u003c\/p\u003e \u003cp\u003e7.3.2 Low level of well-being unequally distributed according to gender and social class 152\u003c\/p\u003e \u003cp\u003e7.3.3 The central role of school-based factors, and in particular stress related to performance 155\u003c\/p\u003e \u003cp\u003e7.3.4 School-related factors have different impacts depending on the country 157\u003c\/p\u003e \u003cp\u003e7.3.5 School-related factors have different impacts depending on social class 162\u003c\/p\u003e \u003cp\u003e7.3.6 Different school determinants depending on social class and geography 164\u003c\/p\u003e \u003cp\u003e7.4 Discussion 165\u003c\/p\u003e \u003cp\u003e7.5 Conclusion 169\u003c\/p\u003e \u003cp\u003e7.6 References 170\u003c\/p\u003e \u003cp\u003e7.7 Appendices 175\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 8 Building Stronger Student–Teacher Relationships to Improve Youth Opportunities and Well-being 177\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eMaia Cucchiara\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e8.1 Key terms and concepts 179\u003c\/p\u003e \u003cp\u003e8.2 Why STRs matter 181\u003c\/p\u003e \u003cp\u003e8.3 Group variations in STRs 184\u003c\/p\u003e \u003cp\u003e8.4 Improving STRs, enhancing opportunities and well-being 186\u003c\/p\u003e \u003cp\u003e8.4.1 Teachers’ practices 186\u003c\/p\u003e \u003cp\u003e8.4.2 School-level practices 189\u003c\/p\u003e \u003cp\u003e8.4.3 Organizational structures 190\u003c\/p\u003e \u003cp\u003e8.5 Putting relationships first 191\u003c\/p\u003e \u003cp\u003e8.6 Conclusion 192\u003c\/p\u003e \u003cp\u003e8.7 References 193\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 9 Trends in Teenage Mental Health and Well-being: Parents, Peers and Poverty Shame 199\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eDimitra Hartas\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e9.1 Introduction 199\u003c\/p\u003e \u003cp\u003e9.2 Measure 202\u003c\/p\u003e \u003cp\u003e9.2.1 Background 203\u003c\/p\u003e \u003cp\u003e9.2.2 Parent–young person communication 203\u003c\/p\u003e \u003cp\u003e9.2.3 Peer interactions – bullying 204\u003c\/p\u003e \u003cp\u003e9.2.4 Poverty shame 204\u003c\/p\u003e \u003cp\u003e9.2.5 Well-being and mental health 204\u003c\/p\u003e \u003cp\u003e9.3 Discussion of findings and conclusions 206\u003c\/p\u003e \u003cp\u003e9.3.1 Parents, peers and young people’s well-being 206\u003c\/p\u003e \u003cp\u003e9.3.2 Girls’ and young women’s well-being: a sign of gender inequality? 208\u003c\/p\u003e \u003cp\u003e9.3.3 Moving into a precarious adulthood 210\u003c\/p\u003e \u003cp\u003e9.3.4 Poverty shame and well-being: a social rather than an individual malaise 211\u003c\/p\u003e \u003cp\u003e9.4 Final thoughts 213\u003c\/p\u003e \u003cp\u003e9.5 References 214\u003c\/p\u003e \u003cp\u003e9.6 Appendix 217\u003c\/p\u003e \u003cp\u003e9.6.1 Data analytic plan 217\u003c\/p\u003e \u003cp\u003e9.6.2 Gender and age analyses for 10- to 15-year-olds 217\u003c\/p\u003e \u003cp\u003e9.6.3 Gender and age analyses for 16- to 21-year-olds 218\u003c\/p\u003e \u003cp\u003e9.6.4 All regression models were strong and fitted the data well 219\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 4 Well-being and Ill-being from Children’s Perspectives 223\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 10 Well-being, Recognition and Participation: The Challenge for Schools 225\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eNigel Patrick Thomas\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e10.1 Introduction 225\u003c\/p\u003e \u003cp\u003e10.2 “Improving approaches to well-being in schools: What role does recognition play?” 226\u003c\/p\u003e \u003cp\u003e10.2.1 Context and theoretical framing 227\u003c\/p\u003e \u003cp\u003e10.2.2 Methods employed 229\u003c\/p\u003e \u003cp\u003e10.2.3 Results of policy analysis 230\u003c\/p\u003e \u003cp\u003e10.2.4 Results of focus groups and interviews 232\u003c\/p\u003e \u003cp\u003e10.2.5 Results of online survey 235\u003c\/p\u003e \u003cp\u003e10.2.6 Learning from the well-being research 237\u003c\/p\u003e \u003cp\u003e10.3 “Improving well-being through student participation at school” 237\u003c\/p\u003e \u003cp\u003e10.3.1 Aims and methods 238\u003c\/p\u003e \u003cp\u003e10.3.2 Delivery and key findings 239\u003c\/p\u003e \u003cp\u003e10.3.3 Theoretical and practical implications of the research 244\u003c\/p\u003e \u003cp\u003e10.4 Acknowledgments 246\u003c\/p\u003e \u003cp\u003e10.5 References 246\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 11 Re-imagining Schooling from the Perspectives of Marginalized Children and Young People: Balancing Children’s Rights and Rights Claims Alongside the Expectations of Parents and Governments 251\u003cbr\u003e \u003c\/b\u003e\u003ci\u003eCath Larkins\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e11.1 Introduction 251\u003c\/p\u003e \u003cp\u003e11.2 Context 253\u003c\/p\u003e \u003cp\u003e11.2.1 Understanding education, well-being and citizenship from children’s perspectives 253\u003c\/p\u003e \u003cp\u003e11.2.2 The background studies 257\u003c\/p\u003e \u003cp\u003e11.3 Marginalized children and young people’s aspirations for well-being in education 260\u003c\/p\u003e \u003cp\u003e11.3.1 Peer relationships 260\u003c\/p\u003e \u003cp\u003e11.3.2 Enough supportive teaching staff 261\u003c\/p\u003e \u003cp\u003e11.3.3 Respect for ethnic and cultural diversity 263\u003c\/p\u003e \u003cp\u003e11.3.4 Punishment and privacy 264\u003c\/p\u003e \u003cp\u003e11.3.5 Learning opportunities and assessment 265\u003c\/p\u003e \u003cp\u003e11.3.6 Participation? 267\u003c\/p\u003e \u003cp\u003e11.4 Some conclusions 269\u003c\/p\u003e \u003cp\u003e11.5 References 270\u003c\/p\u003e \u003cp\u003eList of Authors 275\u003c\/p\u003e \u003cp\u003eIndex 277\u003c\/p\u003e\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eSubject Areas: Sociology \u0026amp; anthropology [\u003ca title=\"See our other books on Sociology \u0026amp; anthropology\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Sociology%20\u0026amp;%20anthropology%20%5BJH%5D%22\"\u003eJH\u003c\/a\u003e]\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\u003c\/font\u003e","brand":"Wiley-ISTE","offers":[{"title":"Brand New","offer_id":52446825185560,"sku":"9781789452174","price":111.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0730\/2037\/5320\/files\/9781789452174.jpg?v=1785114850","url":"https:\/\/freshlyprintedbooks.co.uk\/products\/well-being-at-school-a-social-problem-hardback-9781789452174","provider":"Freshly Printed Books","version":"1.0","type":"link"}