Children’s Social and Emotional Wellbeing in Schools: a Critical Perspective-Watson, D.; Emery, C.; Bayliss, P.

Many theories of children’s well-being reduce the task of nurturing it to checking items off an objective list. Offering a more complex and nuanced view of the concept, Debbie Watson, Carl Emery, and Phil Bayliss argue here that well-being should be understood at the level of the subjective child and that schools should foster well-being by promoting positive relationships and greater inclusivity. Shedding new light on this critical but often taken-for-granted topic, Children’s Social and Emotional Wellbeing in Schools holds important lessons for policymakers, practitioners, students, and researchers.

In: British Journal of Educational Studies 60, Nr. 4 (Dezember 2012): 439–441.


Children’s Rights European Academic Network (CREAN)
c/o Centre for Children’s Rights Studies
University of Geneva, Valais Campus
Chemin de l’Institut 18
CH – 1967 Bramois (Sion)
Tel. +41 (0)27 205 73 06