Subjective well-being is now a key concept for the study of human development. Its determinants and effects across the life course have been the focus of extensive research. Well-being research within educational settings has allowed us to understand teachers' role, peer relationships, school climate, and school satisfaction on subjective well-being. It has also helped us assess the associations of subjective well-being with desirable outcomes, such as higher educational achievement, and traits such as resilience, grit, and self-efficacy.
The changes in educational settings as a product of the global pandemic have meant a change in how we understand schools, from a face-to-face space to a partial or full online experience. These educational settings changes go further than the mere experience of teaching and learning, changing the social relations underpinning it.
This Research Topic aims to contribute to our understanding of the changes in these factors associated with subjective well-being in schools. It further aims to question how the effects of the global pandemic are not only temporary but a permanent change in how we understand the role of school relationships and their effects on subjective well-being, now actively mediated by technology.
We invite authors to present such issues through this Research topic, and empirically detail solutions, including references to recent advances.
Schools are one of the key spaces of socialization in contemporary societies. There, children not only acquire learning and knowledge but also social norms and develop their personality through continuous interaction with teachers, school personnel, peers, and their families. Most of our current knowledge about schools is based on learning prior to COVID-19.
The global pandemic has changed educational settings drastically the way schools work, including from being a safe space where parents could leave their children to learn, to a space of possible contagion. These evident changes are underpinned by alterations in foundational social relationships, which give pupils a sense of purpose.
These relationships are one of the key predictors of subjective well-being, and understanding them is key to understanding the new challenges that subjective well-being will face now, as part of adapted educational settings.
This Research Topic tries to map-out and identify how these changes are understood and implemented across different educational systems around the world. Moreover, this Research Topic aims to address the relationship between changes in schools due to COVID 19 and well-being, from both subjective and social perspectives.
We welcome article contributions furthering our understanding of the following issues :
Subjective well-being in school children in the framework of emergency remote education caused by Covid-19
? The progressive relationship between teacher’s well-being and school children well-being in the context of COVID 19 (i.e emergency remote education caused by Covid-19)
? Changes in subjective and school wellbeing in the framework of COVID 19
? Adoption of digital competencies for the management of school relationships
? Relationships between school inequality, digital competencies adoption, and subjective well-being
Subjective well-being is now a key concept for the study of human development. Its determinants and effects across the life course have been the focus of extensive research. Well-being research within educational settings has allowed us to understand teachers' role, peer relationships, school climate, and school satisfaction on subjective well-being. It has also helped us assess the associations of subjective well-being with desirable outcomes, such as higher educational achievement, and traits such as resilience, grit, and self-efficacy.
The changes in educational settings as a product of the global pandemic have meant a change in how we understand schools, from a face-to-face space to a partial or full online experience. These educational settings changes go further than the mere experience of teaching and learning, changing the social relations underpinning it.
This Research Topic aims to contribute to our understanding of the changes in these factors associated with subjective well-being in schools. It further aims to question how the effects of the global pandemic are not only temporary but a permanent change in how we understand the role of school relationships and their effects on subjective well-being, now actively mediated by technology.
We invite authors to present such issues through this Research topic, and empirically detail solutions, including references to recent advances.
Schools are one of the key spaces of socialization in contemporary societies. There, children not only acquire learning and knowledge but also social norms and develop their personality through continuous interaction with teachers, school personnel, peers, and their families. Most of our current knowledge about schools is based on learning prior to COVID-19.
The global pandemic has changed educational settings drastically the way schools work, including from being a safe space where parents could leave their children to learn, to a space of possible contagion. These evident changes are underpinned by alterations in foundational social relationships, which give pupils a sense of purpose.
These relationships are one of the key predictors of subjective well-being, and understanding them is key to understanding the new challenges that subjective well-being will face now, as part of adapted educational settings.
This Research Topic tries to map-out and identify how these changes are understood and implemented across different educational systems around the world. Moreover, this Research Topic aims to address the relationship between changes in schools due to COVID 19 and well-being, from both subjective and social perspectives.
We welcome article contributions furthering our understanding of the following issues :
Subjective well-being in school children in the framework of emergency remote education caused by Covid-19
? The progressive relationship between teacher’s well-being and school children well-being in the context of COVID 19 (i.e emergency remote education caused by Covid-19)
? Changes in subjective and school wellbeing in the framework of COVID 19
? Adoption of digital competencies for the management of school relationships
? Relationships between school inequality, digital competencies adoption, and subjective well-being
