How pupil traits and relationships shape teachers’ understanding of subjective well-being

Abstract

This study investigates how accurately primary teachers assess pupils' subjective well-being and whether pupil characteristics and teacher-pupil relationships influence this accuracy. Data were gathered from 1,580 Year 3 pupils and their teachers. Three well-being dimensions were measured: emotional well-being in school, perceived social inclusion and academic self-concept. A CT-C(M-1) model compared teacher ratings with pupil self-reports. Agreement was modest across all domains, with the least alignment in emotional and social well-being. Teacher ratings were more closely aligned with academic self-concept. Behavioural patterns, particularly hyperactivity and peer problems, consistently influenced judgement accuracy. Prosocial behaviour improved alignment. Closeness in the teacher-pupil relationship supported accurate judgements, while conflict impaired them. Early impressions from Year 1 remained influential in Year 3, though current indicators were stronger predictors. The findings highlight the interpretive challenges involved in assessing pupil well-being and emphasise the importance of reflective, relationally attuned practice in supporting accurate teacher perceptions