School well-being of children from disadvantaged families: Which specificities?
Pages 105 to 122
Cite this article
- PINEL-JACQUEMIN, Stéphanie
- and ZAOUCHE-GAUDRON, Chantal,
- Pinel-Jacquemin, Stéphanie.
- et al.
- Pinel-Jacquemin, S.
- and Zaouche-Gaudron, C.
https://doi.org/10.3917/enf1.171.0105
Cite this article
- Pinel-Jacquemin, S.
- and Zaouche-Gaudron, C.
- Pinel-Jacquemin, Stéphanie.
- et al.
- PINEL-JACQUEMIN, Stéphanie
- and ZAOUCHE-GAUDRON, Chantal,
https://doi.org/10.3917/enf1.171.0105
More than 3 million children are living in disadvantaged families in France, if the threshold of 60% of median income is maintained. In a school institution, multiple difficulties linked to their living conditions (housing, parents’ education level, etc.) may affect not only their achievement but their emotional and cognitive development in general, and at school as well. Deriving out of a scientific review of literature carried out for Cnesco, the aim of this study is to define the school well-being of these children living in precarious conditions and to determine the specific characteristics of their situation, based on empirical studies. We will attempt to answer the following questions: How do children perceive their well-being at school? What role do their school environment, parents, teachers, and peers play? Are there any differences according to age and gender? What are the resilience factors that could boost their school well-being? Finally, we will present some research perspectives.
Keywords
- school wellbeing
- school-children in precarious conditions
- school environment
- resilience
Publisher keywords: resilience, school environment, school wellbeing, school-children in precarious conditions