Psychological Well-Being of Students in Estonia: Perspectives of Students, Parents, and Teachers

Abstract

The purpose of this study was to explore the meaning of children’s psychological well-being in an Estonian school environment with a particular focus on ways to promote well-being in the school environment. There is lack of studies in Estonia that focus on psychological well-being in schools. Focus group or individual interviews were conducted with 23 girls and 19 boys (aged 9–17 years), 16 parents, 21 teachers, 5 health specialists, and 5 school administrators. The methodology was designed by the international work group as part of the Promoting Psychological Well-Being Globally (PPWBG) project, sponsored by the International School Psychology Association under the leadership of Bonnie Nastasi. Interviews revealed common stressors such as problematic relationships and academic difficulties, and related coping strategies of Estonian pupils. Participants also suggested strategies for improving psychological well-being in the school environment, such as supporting youth initiatives and home–school cooperation, teacher training on communication skills, organizing events for raising school unity, and the presence of mental health support staff in schools.