A scoping review of child well-being in Educational environments
Keywords:
Psychological well-being, Subjective well-being, Social support, School environment, childAbstract
The issue of children's well-being has emerged as an important topic in both the education and social sectors in recent years. Findings from previous studies show that children's psychological well-being is not only an indicator of mental health but also a significant predictor of academic achievement and social skills. This scoping review examines the multi-faceted concept of child well-being, particularly emphasising psychological and subjective well-being in school-aged children in Mongolia and beyond. This review synthesises major aspects influencing children's well-being, including perceived social support, school environment, parental connections, autonomy, and socioeconomic position, based on 19 empirical research obtained via extensive searches in eight databases. The findings underscore that supportive social environments, particularly those fostering autonomy, competence, and belonging, significantly enhance children’s life satisfaction and mental health. Conversely, environments characterised by discrimination, negative teacher attitudes, internal class conflicts, and hostile interactions negatively impact children’s psychological well-being. Notably, only one study was based in Mongolia, highlighting a critical research gap. This review contributes to a nuanced understanding of the relational and contextual determinants of child well-being and lays the groundwork for more culturally grounded research in Mongolia. It also emphasises the need for ethical, participatory, and methodologically diverse approaches in future studies.
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