Interest in young people’s wellbeing has been growing in recent years as international comparison studies, such as the influential UNICEF survey highlighting the influence of poverty on children’s wellbeing in rich countries (United Nations Children's Fund, 2007) and the Children’s Worlds project (see The Children’s Society, 2015), have started to provide benchmark data. The picture for the UK is particularly concerning. The UK was ranked bottom of the 21 participating industrialised nations in the original UNICEF study, and whilst the ranking rose to 16th out of 29 ‘rich’ nations in a follow-up study (UNICEF Office of Research, 2013) more recent research commissioned by the Children’s Society, drawing on a comparative study of 15 diverse countries across four continents, found children in England to have low levels of subjective wellbeing compared to those in the other participating countries, ranking 14th for life satisfaction and 11th for both recent feelings of happiness, and feeling positive about the future (The Children’s Society, 2015). Similarly the recent Generation Z global citizenship survey ranked the UK second bottom of 20 nations on mental wellbeing (Broadbent, Gougoulis, Lui, Pota, & Simons, 2017). Furthermore, it is clear that wellbeing varies according to demographic group. The most recent of the highly influential annual Good Childhood Report (2017), which reports findings from research commissioned by the Children’s Society and is based on surveys of young people in the UK over the last ten years, has clearly demonstrated gender and ethnic group differences, with girls and BME students, dependent on wellbeing indicator, generally exhibiting lower levers of wellbeing. In addition disadvantages associated with parent-child relationships, family / household factors, material factors and neighbourhood factors also individually and cumulatively impact negatively on wellbeing.
Not only is the pursuit of wellbeing important in its own right given its eudaimonic (self-actualising or functioning well) as well as hedonic (feeling well) nature (Deci & Ryan, 2008), but wellbeing is also associated with concurrent and future academic achievement (Gutman & Vorhaus, 2012). Given this backdrop, SUPER, the school-university partnership for educational research, which is a long-standing network of schools that research collaboratively with the Faculty of Education in Cambridge, decided to focus on student wellbeing for their most recent piece of collaborative research and this project forms the focus of the current paper. The project is now in its second year of an envisaged 3 year timespan and is working towards answering an overarching research question of ‘How do we promote character, resilience & wellbeing in an educational climate of outcome accountability?’. This question has been formulated in the context of the climate of accountability that exists in the English educational system (see Ball, 1993). In this paper we focus on the wellbeing aspect and the first phase of the project, which has been conducted to establish young people’s perceptions of their wellbeing, both in terms of how much wellbeing they felt and factors that supported or hindered this, in the partnership schools. Given recent policy imperatives and government financial support to raise the attainment of disadvantaged pupils (‘pupil premium’ see https://www.gov.uk/guidance/pupil-premium-information-for-schools-and-alternative-provision-settings), the wellbeing of this particular group of students was of interest but given the ethnic and gender differences established in the literature, these were also explored. This phase will in due course inform a further phase of research which will involve putting interventions in place to support the wellbeing of students, with specific interventions for those seem to be most at risk of experiencing low levels of wellbeing. Through this approach we hope to engender a more inclusive environment for young people in SUPER schools.