Relevance of the topic:
The well-being of pupils in our society has been declining. The boys and girls are involved in activities that are not having a good impact on their growth and development both at home and at school. This situation has caused poor pupil-pupil relationship, poor teacher-pupil relationship and a decrease in life satisfaction. Hence, the pupils' health and well-being are being affected. This need to be addressed by rectifying the problem. The boys and girls tend to have a different view on many aspects of life, and it is possible that their views on school well-being may differ. Hence, the need to study boys' and girls' experiences on well-being in lower secondary school to help in their growth and development.
Objective:
To examine boys' and girls' experiences on school well-being in lower secondary schools.
Methods:
The current study consisted of 100 pupils from lower secondary schools in different parts of Finland. The data was collected from 2014 to 2015 and included both boys and girls. The survey was focused on school well-being and the data was collected through School Well-being evaluation tool. The pupils had to express their views about the best features in their schools and the things in their schools that need improvement. The questionnaires on school well-being were filled on the internet in their schools. The thematic analysis approach was used, which is a qualitative method that involves six stages of analysis to produce the results.
Results:
The boys' and girls' experiences on school well-being in lower secondary schools were quite similar in some areas. Their experiences on the best features in the schools and things in their schools that need improvement had some differences. The girls' best features in the schools were mainly facilities in the schools and food whereas the boys were mainly community and lessons. The girls were dominant for improvements in facilities and temperatures whereas the boys were dominant for improvement in food and feelings. Overall the pupils seemed to be satisfied with the school environment because they all had responses for the best features in their schools but not responses to things that need improvement.
Conclusion:
The pupils in lower secondary school growth and development are important. A proper environment for them to develop and grow is essential. Hence, there is need to consider the experiences of both boys and girls on the best features in their schools and things that need improvement as a method for promoting school well-being
