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Do children like school – Crowding in or out? International comparison of children's perspectives

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  • Kutsar, Dagmar
  • Kasearu, Kairi

Abstract

International studies among children, such as those by the HBSC and PISA, have revealed a gap between school outcomes in terms of academic success and children's subjective wellbeing. This paper aims to focus on the idea of school as a source of subjective wellbeing for children, and uses the analysis of their ‘liking school’ as such an indicator. The data is drawn from the international Children's Worlds Study (2013/2014) funded by the Jacobs Foundation. In this study, children's perspectives are compared over three age groups (8-, 10- and 12-year-olds), from 16 countries worldwide. The analysis reveals a general crowding out trend of ‘liking school’ – i.e. the proportion of children who like going to school, decreases by age; however Ethiopia and Nepal are the outliers, with an opposite trend observed there. The analysis demonstrates a wide variability in how crowding in or out of ‘liking school’ takes place and also aims to outline its determinants: how teachers and other children in school treat them, and how safe a child feels. Not feeling safe at school is the strongest predictor of crowding out for the group who ‘likes going to school’ in all of the 16 countries, while ‘not being left out by classmates’ is the only factor that uncovers universal crowding in potential as children grow older.

Suggested Citation

  • Kutsar, Dagmar & Kasearu, Kairi, 2017. "Do children like school – Crowding in or out? International comparison of children's perspectives," Children and Youth Services Review, Elsevier, vol. 80(C), pages 140-148.
    • Handle: RePEc:eee:cysrev:v:80:y:2017:i:c:p:140-148
    DOI: 10.1016/j.childyouth.2017.06.052
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    References listed on IDEAS

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    1. Richard Layard & Andrew E. Clark & Francesca Cornaglia & Nattavudh Powdthavee & James Vernoit, 2014. "What Predicts a Successful Life? A Life‐course Model of Well‐being," Economic Journal, Royal Economic Society, vol. 124(580), pages 720-738, November.
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    Cited by:

    1. Svetlana Ignatjeva & Zhanna Bruk & Tatiana Semenovskikh, 2020. "Reflective Component in the Structure of Children’s Subjective Well-Being," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 13(2), pages 609-634, April.
    2. Corominas, Mari & González-Carrasco, Mònica & Casas, Ferran, 2021. "Analyzing factors for an optimum play environment through children’s subjective well-being indicators," Children and Youth Services Review, Elsevier, vol. 122(C).
    3. Mari Corominas & Mònica González-Carrasco & Ferran Casas, 2020. "The Importance of Feeling Adequately Heard by Adults and Enjoying Time with Family in Relation to Children’s Subjective Well-Being," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 13(1), pages 193-214, February.
    4. Fábio Botelho Guedes & Ana Cerqueira & Susana Gaspar & Tania Gaspar & Carmen Moreno & Margarida Gaspar Matos, 2023. "Quality of Life and Well-Being of Adolescents in Portuguese Schools," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 16(4), pages 1381-1394, August.
    5. Sabolova, Klara & Birdsey, Nicola & Stuart-Hamilton, Ian & Cousins, Alecia L., 2020. "A cross-cultural exploration of children’s perceptions of wellbeing: Understanding protective and risk factors," Children and Youth Services Review, Elsevier, vol. 110(C).
    6. Dagmar Kutsar & Kadri Soo & Tomasz Strózik & Dorota Strózik & Brindusa Grigoraș & Sergiu Bălțătescu, 2019. "Does the Realisation of Children’s Rights Determine Good Life in 8-Year-Olds’ Perspectives? A Comparison of Eight European Countries," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 12(1), pages 161-183, February.

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