Psychological well-being of school students in an educational environment: Perceptions and lived experience

Abstract

Problem and objective. This article presents the findings of a study on school students’ perceptions of psychological well-being across different age groups. It examines how students experience various aspects of well-being and identifies the main factors which they consider influential for their well-being within the educational environment. The results make it possible to take students’ views into account when designing the educational environment and to support students’ psychological and pedagogical needs more effectively. The theoretical and methodological framework included models of psychological well-being (Y. V. Bessonova, A. M. Prikhozhan, P. P. Fesenko, T. V. Shevelenkova, R. M. Shamionov, K. Ryff), I. V. Dubrovina’s approach to understanding psychological wellbeing, and approaches to psychological health by V. A. Ananyeva and I. V. Dubrovina. The study involved 206 students from schools in Krasnoyarsk: 72 fourth graders, 69 seventh graders, and 65 tenth graders. Data were analyzed using content analysis and descriptive statistics. Results. Results indicated that students across all age groups share perceptions of the vital aspects (‘joy of life’, ‘energetic’) and the existential aspects (‘feels successful’, ‘strives for a better life’, ‘manifests himself’) of a psychologically successful person. Differences were observed in the social component, reflecting the distinct social developmental contexts of each age group. The majority of respondents (81%) reported that the school environment influences their psychological well-being, primarily through relationships with teachers and classmates. The organization of the educational process was viewed both as an opportunity for personalized learning and development and as a system shaping interactions among members of the school community. Age differences emerged in the relative importance of well-being components: for fourthand seventh-grade students, the vital component associated with the physical and spatial aspects of the school environment was most salient, whereas tenth graders emphasized the existential component, which supports self-development. The social component (communication, relationships with teachers and classmates, and opportunities to participate in activities) was considered equally important for all ages. Conclusions. Designing a psychologically supportive educational environment requires consideration of the psychophysical characteristics and expectations of the social group for whom it is intended. The primary factor of school students’ psychological well-being is a positive psychological climate within the educational institution.