Abstract
Currently, there is too much emphasis on academic attainment and rankings, and not enough focus on the student wellbeing in basic school. However, the education system (especially in the context of the Covid-19 pandemic) has a significant opportunity to influence the health and habit formation of students who spend the greatest part of the day at school. There have been relatively few studies on student wellbeing in Latvia. The most significant research has been carried out in collaboration with the researchers from the Baltic countries (Estonia, Lithuania). The novelty of this research is related to the development of the theoretically and methodologically based indicators for measuring student wellbeing in an educational institution. The developed indicators will allow the teachers to clarify the situation, draw conclusions and improve the organizational culture. The goal of the research is to find out which indicators reflect the student wellbeing and how to measure them. Based on the study and theoretical findings about the wellbeing indicators there was developed the questionnaire, which consists of self-assessment check list filled by students and evaluation check list filled by parents and teachers. The indicators were united into four wellbeing dimensions: mental wellbeing, cognitive wellbeing, social wellbeing, and physical wellbeing. The following participants filled in the check list and participated in the approbation of the questionnaire: 18 students ages 9-12, 18 parents and 18 teachers. It was suggested to assess the statements related to social, cognitive, physical and mental wellbeing following the Likert scale. The data obtained in the survey was coded and processed in the program SPSS 25.0, using the Frequency test, T-test, ANOVA test. Results indicated that students' sense of wellbeing is changeable. It is influenced by students’ age and gender, and their personal value system. Therefore, measurement of student wellbeing should be done on regular bases. This will allow teachers to create an appropriate environment for the student, as well as to identify problems in a timely manner and, if necessary, start pedagogical correction work.
Highlights
The coronavirus pandemic has created disruption of education systems, which are facing the serious challenges for the policy-makers, school leaders, teachers, pupils and parents: from the traditional classroom situation and face to face contact with the teacher to distance learning via internet and active participation in e-learning environment
The national and international conferences of Latvia bring up the question if the student wellbeing is more important during the pandemic, than in pre-COVID-19 because the positive atmosphere and support in the study process lead to better performance on tests
The lowest average value is for the factor Physical wellbeing (Mean 3.74)
Summary
The coronavirus pandemic has created disruption of education systems, which are facing the serious challenges for the policy-makers, school leaders, teachers, pupils and parents: from the traditional classroom situation and face to face contact with the teacher to distance learning via internet and active participation in e-learning environment. Restructuring of the learning process and uncertainty associated with it affect the wellbeing of all the involved persons: students, teachers and parents. The national and international conferences of Latvia bring up the question if the student wellbeing is more important during the pandemic, than in pre-COVID-19 because the positive atmosphere and support in the study process lead to better performance on tests. „Wellbeing is diverse and fluid respecting individual, family and community beliefs, values, experiences, culture, opportunities and contexts across time and change. It encompasses intertwined individual, connective and environmental elements which continually interact across the lifespan. Our role with wellbeing education is to provide the opportunity, access, choices, resources and capacities for individuals and communities to aspire to their unique sense of wellbeing, whilst contributing to a sense of community wellbeing” (Price & McCallum, 2016, 17)
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