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Adolescent Perspectives on Distance Learning and Schools’ Impact on Subjective well-being

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  • Till Stefes

    (Ruhr-University Bochum, Faculty of Social Science)

Abstract

Aim of this study is to see how youths and adolescents (12–17 years) have experienced their education during lockdowns in 2021, and how school affects subjective well-being (SWB). Grounded in Bronfenbrenner’s ecological systems theory, it explores the interconnectedness of social environments and subjective well-being. Data were collected through a survey in Germany, capturing subjective well-being, social resources, and educational outcomes before and during times of school closures (2019 and 2021). The present study evaluates responses from two towns, two years and more than 1700 adolescents in total. Quantitative analyses reveal positive associations between academic success, supportive environments, perceived affluence, and well-being. Findings highlight which dimensions of supportive environments are driving youth well-being and underscore the importance of school as central piece in adolescent life. School as a supportive environment plays a major role in adolescent lives and has a lot of potential to compensate for structural disadvantages affecting SWB.

Suggested Citation

  • Till Stefes, 2024. "Adolescent Perspectives on Distance Learning and Schools’ Impact on Subjective well-being," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 17(3), pages 1379-1404, June.
    • Handle: RePEc:spr:chinre:v:17:y:2024:i:3:d:10.1007_s12187-024-10124-7
    DOI: 10.1007/s12187-024-10124-7
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