In the recent past, pupils in RETNS took part in the Growing Up in Ireland survey which looked at children’s well-being from their own point of view. Questions in this wide-ranging survey gave information on how happy children are today, how they feel about school, how well they interact with their peers, how they feel about themselves, their appearance, etc. A recently published report on Wellbeing and School Experiences among 9 and 13 Year Olds ‘examines how individual, classroom and school factors shape children’s self-image’ (Primary school experiences and child wellbeing, Dr. Emer Smyth, Research Professor, Economic and Social Research Institute)
A number of interesting facts have emerged, one being that schools make a big difference to child wellbeing, with child self-image being more positive in schools with more than 100-200 students than in small schools. In addition, social relationships, both with teachers and with other children, are important influences on child wellbeing. Dr. Smyth reports that schools and classrooms can make a difference to children’s views of themselves and suggests that the findings point to the importance of supporting teachers in using approaches which engage students with different abilities and self-images. Sports participation was found to be supportive of wellbeing, not simply for the physical benefits but because it ‘fosters a sense of belonging and fulfilment’.
It is clear from this survey that the nature of the pupil-teacher relationships and classroom climate are very important factors in relation to a child’s self-image. This echoes the statement in Wellbeing in Primary Schools (Jan 2015, DES, HSE joint publication) which stated that,
‘While many factors which influence a child’s well-being are located in the home or wider society, schools can be a powerful force in enhancing protective factors and/or minimising risk factors.’
These findings have obvious repercussions for schools and the creation of a positive, supportive and inclusive school climate is something all schools should strive for.
Recently a one day symposium entitled ‘Emotional Wellbeing – at the heart of school communities’ was held to discuss this whole area; ‘to challenge current thinking on how emotional wellbeing is handled in the education sector and to build on existing work in this area’. An Taoiseach, Enda Kenny, addressed the symposium, and said,
‘We must do our best to create the best and safest space for our children in our schools – a space that allows them to be who they are – and to be valued for it’. He went on to say that as parents and teachers we cannot make children happy,
‘Rather what we can and must do is give them the skills that will make them reflective, thoughtful, questioning, observant and resilient. Because resilience is what will sustain them through their lives.’
In 2014 the Ombudsman for Children’s Office (OCO) held education workshops in an attempt to hear young people’s views on what the key aims of education should be. From over 700 children and 30 schools the key themes and priorities were:
- developing life skills
- promoting health and well-being
- supporting personal and social development
- developing communication skills
To quote one student’s comment:
‘Every child should leave school with self-confidence…I think they would get that if school focused a bit less on academic work and more on personal growth’.
Child wellbeing? Maybe it is the children who have the answers!
Wellbeing and School Experiences among 9 and 13 Year Olds can be downloaded at www.esri.ie.
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