Theory-based survey analysis of well-being in secondary schools in Finland

Abstract

Frameworks concerning school health and well-being, like the Health Promoting School and the Coordinated School Health Programme, have been available for some time. However, the indicators of well-being studies and the comprehensive frameworks have not met. The main aim of the present study was to test the use of the theoretically based School Well-being Profile to clarify the aspects of well-being in schools and to test if the Profile could be used to identify differences in well-being between classes in school. The data were collected in connection with the Koulumiete Project in Finland; 1346 pupils and 69 classes from grades seven to nine were included in the present data. In the school conditions category, the physical conditions that most needed improvement were ventilation, toilet facilities and temperature. Time pressure was also reported widely. Concerning social relationships, teachers' interest in how pupils are doing and teachers' fair treatment were the aspects calling for attention. In the means for self-fulfillment category pupils' participation in school development was a key area for reform. The most prevalent psychosomatic symptoms in the health status category were headache and feeling tired or weak. The School Well-being Profile seemed to work well when evaluating well-being differences between classes. By utilizing the results locally, the school personnel can act to develop their own school. The Profile could be used as a tool when planning and evaluating well-being and mental health promotion interventions in schools.