The Role of Social Categories and the Social Climate for the Development of Well-Being in Elementary School Students

Abstract

School well-being is shaped by person- and context-specific factors and is a target criterion of educational processes. However, only little is known about the development of students school well-being during elementary school, including the role of (intersecting) social categories and the social context. The present study examines changes in elementary students school well-being (liking to go to school), the link to students gender and immigrant background, their intersection, and the perceived class climate. The sample included data from 2,395 third- and fourth-graders (48% girls; MAgeT1 = 9.31 years, SDAgeT1 = 0.47) from a German longitudinal study. Linear growth curve models demonstrated a significant decline in school well-being over time. Boys without an immigrant background reported particularly low school well-being; class climate was positively related to students well-being. The study contributes to a better understanding of the intersectionality of various social categories and contextual influences related to developmental changes in elementary students school well-being.