The role of school experiences in the wellbeing of girls, special educational needs and low SES students

Summary

1. With the current rise in youth wellbeing difficulties, it is important to understand how school experiences contribute to this issue. 

2. Based on self-determination theory, this study examines associations between students’ autonomy, perceived competence and relatedness at school and their wellbeing. 

3. We examine patterns for three student groups with lower wellbeing: girls, students with special educational needs, and low SES students. 

4. Data from 2,243 Irish secondary students in second (age 14) and fifth (age 17) year show that students’ wellbeing is associated with school belonging and autonomy, but not perceived competence. 

5. These links are stronger among low SES students, account for a significant proportion of the gap in wellbeing among students with SEN, but much less of observed gender differences. 

6. Results are discussed in the context of the universality claim of self-determination theory and implications for educational policy and practice.