Schools and education systems around the world are increasingly concerned with their students' well-being
Good vibrations: Students’ well-being
Over the past century, technological development and better access to services has resulted in significant improvements to quality of life. Despite this, however, levels of stress, anxiety and depression are rising. Education can play a role in supporting well-being during and beyond schooling.
Life satisfaction
Across OECD countries, almost 25% of people experience more anger, worry and sadness than enjoyment, rest and smiling or laughter every day (OECD, 2015a). Factors that impact well-being are myriad, and vary from water quality to positive social networks and relationships. In OECD countries, average self-reported life satisfaction has remained stable between 2010-2016 (Figure 1). The highest rates of life satisfaction are in Australia, Canada, the Netherlands and the Nordic countries (Denmark, Finland Norway and Sweden), while the lowest rates are found in countries such as Greece, Hungary and Turkey
Students’ well-being
Schools are increasingly concerned not only with students’ academic performance but also with students’ well-being. Educators refer to this as the need to develop a “whole child” perspective in education, with a balanced focus on cognitive, social, and emotional skills (OECD, 2015b).
Well-being in tertiary education
Anxiety and depression are more common among university students than the general population. In a study conducted in the US including both domestic and international students, the prevalence of any depressive or anxiety disorder was approximately 15% for undergraduates and 13% for graduate students (Eisenberg et al., 2007). Comparatively, the World Health Organisation (WHO) estimates that, across 17 countries, the average rate of depression is 1 in 20 or 5% of the general population (WHO, 2012).
Risk factors for well-being
Sleep deprivation, Financial constraints, Online risks,
Protective factors for well-being
In-school programmes
As social and emotional learning programmes mature and evidence-based practices are developed, more schools will offer them to students and staff.
Out-of-school activities
Extracurricular clubs and volunteering opportunities for students of all backgrounds will grow as educators/parents strive for well-rounded students.
Parental Awareness
Parents are key to reducing risk factors and strengthening the protective factors of well-being. More information and involvement can raise awareness and inspire action.
Technology Platforms
Positive and safe technology platforms, such as social networks where students can make friends and find support, will spread both in and outside the classroom.
Good vibrations: Students’ well-being
Over the past century, technological development and better access to services has resulted in significant improvements to quality of life. Despite this, however, levels of stress, anxiety and depression are rising. Education can play a role in supporting well-being during and beyond schooling.
Life satisfaction
Across OECD countries, almost 25% of people experience more anger, worry and sadness than enjoyment, rest and smiling or laughter every day (OECD, 2015a). Factors that impact well-being are myriad, and vary from water quality to positive social networks and relationships. In OECD countries, average self-reported life satisfaction has remained stable between 2010-2016 (Figure 1). The highest rates of life satisfaction are in Australia, Canada, the Netherlands and the Nordic countries (Denmark, Finland Norway and Sweden), while the lowest rates are found in countries such as Greece, Hungary and Turkey
Students’ well-being
Schools are increasingly concerned not only with students’ academic performance but also with students’ well-being. Educators refer to this as the need to develop a “whole child” perspective in education, with a balanced focus on cognitive, social, and emotional skills (OECD, 2015b).
Well-being in tertiary education
Anxiety and depression are more common among university students than the general population. In a study conducted in the US including both domestic and international students, the prevalence of any depressive or anxiety disorder was approximately 15% for undergraduates and 13% for graduate students (Eisenberg et al., 2007). Comparatively, the World Health Organisation (WHO) estimates that, across 17 countries, the average rate of depression is 1 in 20 or 5% of the general population (WHO, 2012).
Risk factors for well-being
Sleep deprivation, Financial constraints, Online risks,
Protective factors for well-being
In-school programmes
As social and emotional learning programmes mature and evidence-based practices are developed, more schools will offer them to students and staff.
Out-of-school activities
Extracurricular clubs and volunteering opportunities for students of all backgrounds will grow as educators/parents strive for well-rounded students.
Parental Awareness
Parents are key to reducing risk factors and strengthening the protective factors of well-being. More information and involvement can raise awareness and inspire action.
Technology Platforms
Positive and safe technology platforms, such as social networks where students can make friends and find support, will spread both in and outside the classroom.
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