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Health Education Research Advance Access originally published online on June 1, 2006
Health Education Research 2006 21(5):633-642; doi:10.1093/her/cyl032
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© The Author 2006. Published by Oxford University Press. All rights reserved. For permissions, please email: journals.permissions@oxfordjournals.org

School well-being in Grades 4–12

Anne I. Konu1,* and TP Lintonen1,2

1 Tampere School of Public Health, University of Tampere, FIN-33014, Finland
2 University of Tampere Centre for Advanced Study, FIN-33014, Finland

*Correspondence to: A. I. Konu. E-mail: anne.konu{at}uta.fi

The World Health Organization has encouraged a whole-school approach when trying to promote mental health and well-being in schools. The Internet-based School Well-being Profile aims to be a holistic well-being evaluation tool for schools. Well-being is divided into four categories: ‘school conditions’, ‘social relationships’, ‘means for self-fulfillment’ and ‘health status’. The questionnaires for the School Well-being Profile were developed for school personnel and for pupils at three levels: primary, lower secondary and upper secondary schools. The present data consisted of the responses from 8285 participants from primary, lower and upper secondary school pupils in the school year 2004–05 in Finland. School well-being was compared between gender, school levels and grades. Pupils in primary school experienced school conditions, social relationships and means for self-fulfillment to be better than pupils in secondary schools. When comparing gender and grades, the main finding was that girls and younger students within each school level rated school well-being more positively, except the fact that boys had fewer symptoms than girls did. The aim of the School Well-being Profile is to provide a well-being evaluation tool for schools to use. The idea is that schools evaluate their well-being, make positive changes and perform the evaluation again to see if progress has been made.


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