Childhood in crisis? Perceptions of 7–11-year-olds on being a child and the implications for education's well-being agenda

Abstract

Notions of a good childhood are inextricably linked with well-being. Both concepts are central to a contentious debate about the quality of childhood in the UK, which is partly situated within the ‘childhood in crisis’ discourse which opponents claim is overstated. This study contributes to the debate by hearing thevoices of children as co-constructors of their own childhood. Perceptions of childhood were collected through semi-structured group interviews with 56 children aged 7–11 in a school in an economically deprived town in east England.Children spontaneously identified childhood in a positive way. Further questioning was required to explore the negative aspects. Childhood was mostly considered preferable to adulthood which was deemed tedious and stressful although children also identified advantages to being older. Implications for primary schools’ well-being agenda, and the place of the school in shaping childhood, are discussed.