| dc.description.abstract | Background: Determinants of children’s school wellbeing have not been extensively studied. In this cross-sectional
study of school children we assessed how factors assumed to promote wellbeing and factors assumed to adversely
influence wellbeing were associated with self-reported wellbeing in school.
Methods: Children from five schools, 230 boys and 189 girls in grades 1-10, responded to the same set of
questions. We used proportional odds logistic regression to assess the associations of promoting and restraining
factors with school wellbeing.
Results: In a multivariable analysis, degree of school wellbeing in boys was strongly and positively related to
enjoying school work (odds ratio, 3.84, 95% CI 2.38 to 6.22) and receiving necessary help (odds ratio, 3.55, 95% CI
2.17 to 5.80) from teachers. In girls, being bothered during lessons was strongly and negatively associated with
school wellbeing (odds ratio, 0.43, 95% CI 0.22 to 0.85).
Conclusions: Different factors may determine school wellbeing in boys and girls, but for both genders, factors
relevant for lessons may be more important than factors related to recess. Especially in boys, the student-teacher
relationship may be of particular importance. | nb_NO |
