Die Beschäftigung mit der räumlichen Dimension von Wohlergehen nimmt in der Child-Well-being-Forschung bislang eine untergeordnete Stellung ein. Der Beitrag geht diesem Zusammenhang nach und fragt dabei nach dem Potenzial praxeologisch informierter Analysen. Er leitet ein mit der Perspektive der Childhood Studies zum konstitutiven Zusammenhang von Kindheit und Raum. Es folgt eine Skizzierung des Feldes der Child-Well-being-Forschung mit Blick auf aktuelle Herausforderungen in Bezug auf den Untersuchungsgegenstand und die Erforschung seiner räumlichen Dimension. In einem weiteren Schritt wird ein praxeologischer Zugang als mögliche Antwort auf die Herausforderungen beschrieben und anhand von Datenmaterial aus einem ethnografischen Forschungsprojekt auf eine beobachtete Szene bezogen. Dies mündet in eine Schlussbetrachtung, die auf vier Ebenen zusammenfasst, wie Wohlergehen und Raum aufeinander bezogen und für die Child-Well-being-Forschung fruchtbar gemacht werden können. (DIPF/Orig.)
Using a large national data set, this study was among the first to examine direct associations between parents' marital relationships and children's emotional, academic, and behavioral characteristics. The mediating effect of children's home environments, as well as relationships between children and parents, also were analyzed. The research design was longitudinal. Marital variables were measured in 1994, intervening variables in 1996, and children's outcome variables in 1998. It was expected that children would be influenced by three different aspects of their parents' marriage: marital happiness, marital interactions, and marital arguments. The parent/child relationship (parent/child closeness) and the children's home environments were expected to act as mediators between the marriage variables and child outcome variables. Because the focus of this study was to analyze how functioning between parents within marriage influences children, in order to add to, and not duplicate, research on marital dissolution and conflict, the three samples included only children whose parents had been continuously married since the children were born. Path analysis was used to determine if the data supported the hypothesis that marital relationships affect children's functioning and development. For the youngest group, ages 5 to 14, it was concluded that parents' marital happiness in 1994 was associated with fewer children's behavior problems and increased children's academic performance in 1998. For 12- to14-year-old children, the effects were similar, but smaller. In both cases, marital interaction did not seem to be related to child outcomes. The oldest group, ages 14-21 , was the least influenced by their parents' relationship. While the effect was somewhat small, the longitudinal nature of the analysis suggested that it is lasting. Results of the study varied significantly by race, and in some cases, by sex of the child. Future research should further analyze how marital relations influence children within different racial groups.
The need for improved well-being of children in Britain has been highlighted in a raft of reports both nationally and internationally. In this paper, I aim to explore some of the practicalities experienced by schools that, in response, have implemented social and emotional learning (SEL) interventions as a means to improve child well-being. I make the case that the discourses of emotions inherent within such schemes, and the various supranational publications, are susceptible to exploitation and manifestation. The study employed a mixed methodological approach, utilising a combination of quantitative and qualitative strategies with primary school staff members including head teachers, teachers, teaching assistants, welfare staff, other support staff, etc. Three phases of study – questionnaires, focus groups and individual interviews – were administered as a means of creating an insight into the interpretation and use of SEL in these settings. The findings demonstrate a propensity for staff to conflate social and emotional aspects of self with more moralistic constructs of identity, revealing how SEL schemes have the potential to act as tools of cultural imperialism by marginalising and/or endorsing certain values, norms and behaviours. After maintaining that such realisations of these schemes may impede rather than improve the lived experiences of children, that are fundamental to their social and emotional well-being and mental health, I make the case for alternative approaches to SEL in schools.
Interest in child health and well-being is growing, and both are multidimensional. Composite indicators (CIs) are useful tools for analyzing their relationships. This study examines the correlation between the CI of child well-being and that of public health system performance and proposes a weighting scheme for constructing CIs. Among schemes, entropy weighting yielded the strongest correlation. Uncertainty analysis revealed that country rankings with entropy weighting are the most stable, demonstrating robust CI. Strong explanatory power indicates that the CIs correlate with GDP, validating their compatibility with a key reference variable. High discriminant power confirms that CIs provide informational diversity, helping decision-makers distinguish between countries. The analysis shows that better health system performance is associated with higher child well-being, reinforcing the role of public health systems in promoting sustainable development and child well-being.
Angélica Cidália Gouveia dos Santos, Matheus Pereira Libório, André G. Coimbra et al.
Chronic malnutrition and stunting among Indonesian schoolchildren significantly impair cognitive development, attendance, and academic performance. The Free Nutritious Meals (Makan Bergizi Gratis/MBG) Program, launched in January 2025 under Indonesia's National Medium-Term Development Plan, addresses these challenges to support Sustainable Development Goal 4. This study examines implementation challenges and opportunities of the MBG program in improving basic education quality, emphasizing child well-being and gender equity. A qualitative systematic literature review analyzed policy documents and academic literature on school feeding interventions. Critical challenges include regulatory gaps, logistical inefficiencies, food safety concerns, suboptimal nutritional standards, administrative burdens, budget misallocation, weak inter-sectoral coordination, infrastructure deficits, limited capacity, and community resistance. However, significant opportunities exist: enhanced nutritional status, improved attendance and achievement, empowerment of local enterprises, and nutrition curriculum integration. The program holds substantial potential if addressed through comprehensive regulation, GPS-enabled management systems, rigorous monitoring, community engagement, and curriculum integration. Future research should employ longitudinal mixed-methods designs with international comparative frameworks to evaluate long-term effectiveness on child welfare and gender equity outcomes.
Ahmad Shofiyuddin Ichsan, Samsudin Samsudin, Nindya Rachman Pranajati et al.
Abstract Objective In this exploratory descriptive study, we examined the well‐being of Latino children involved with child protective services (CPS), focusing on differences by caregiver nativity and immigration status. Background Latino families in CPS investigations vary in nativity and legal status, potentially shaping children's well‐being and access to services. However, limited research disaggregates Latino subgroups, restricting equitable policy development. Method Using data from the National Survey of Child and Adolescent Well‐Being III (NSCAW III), we analyzed a sample of 3,151 children whose caregivers were White, Black, U.S.‐born Latino, foreign‐born Latino with legal residency, or Latino caregivers without legal documentation. Standardized measures assessed depression, behavioral problems, trauma, self‐esteem, and violence exposure. Logistic regression models examined well‐being differences across racial, ethnic, and nativity subgroups. Results Children of foreign‐born Latino caregivers, including those without legal documentation, were less likely to exhibit externalizing behavioral problems than peers with U.S.‐born Latino or White caregivers. However, they faced significantly greater exposure to violence, likely reflecting disparities at the intersection of immigration policy and the child welfare system. These findings illustrate both cultural resilience and systemic vulnerability. Conclusion Although some Latino children showed fewer behavioral challenges, their increased exposure to violence highlights the need for trauma‐informed and culturally responsive services. Implications Policymakers should address systemic risks linked to immigration‐related stress while building on cultural and familial strengths in Latino communities. Future research should explore how acculturation, legal context, and discrimination shape well‐being across generations.
Chien-Jen Chiang, Maryam Rafieifar, Jun‐Hong Chen et al.
Early social and emotional development is foundational for children’s health, education, well-being, and later adjustment in society. It is also a cornerstone of positive psychology—the exploration of human flourishing at an individual, community, and societal level. Habitual explanatory styles (e.g., mindsets and optimistic thinking) have an impact on human well-being and development and are often acquired during early childhood. These explanatory styles may be influenced by regular interactions with significant adults outside of the family setting. However, few studies have focused on the relationship between optimism, mindsets, and well-being of children in Early Childhood Education and Care (ECEC) contexts. This scoping review systematically explores and maps out the literature on optimism, growth mindsets, and positive psychology with young children in ECEC. It identifies literature reporting qualitatively or quantitatively on theory or programs and interventions including optimism, growth mindset, and positive psychology in young children, reporting or implying a mechanism of change for the well-being of young children, and published between 1995 and 2021.
This study examined the effectiveness of solution-focused brief therapy (SFBT) on child well-being and family functioning outcomes for child welfare involved parents. A randomized controlled trial design was used to evaluate the effectiveness of SFBT as compared to treatment-as-usual in an outpatient substance abuse treatment center. Mixed linear models tested within and between-group changes using intent-to-treat analysis ( N = 180). Hedges’s g effect sizes examined the magnitude of treatment effects. Both conditions reported improvements on the child well-being measures (Behavior Rating Inventory of Executive Function [BRIEF]-Parent Report and Child Behavior Checklist-School Age Form [CBCL-SA]) and family functioning measures (Adult-Adolescent Parenting Inventory [AAPI-2] and Center for Epidemiologic Studies-Depression [CES-D] Short Form) at posttest. While none of the between group analyses were statistically significant on either outcome domains, effect sizes did show improvements in the small to medium range for both groups. SFBT effect sizes for BRIEF subscales ranged from .024 to .267 and for control group ranged from .136 to .363. SFBT effect sizes on CBCL-SA subscales ranged from .059 to .321 and for control group ranged from .101 to .313. SFBT effect sizes on AAPI-2 subscales ranged from .006 to .620 and control group ranged from .023 to .624. SFBT effect sizes on CES-D measure were .428 and for control group were .317. Results show SFBT to be an effective intervention for helping parents around child well-being and family functioning outcomes similar to current empirically-supported therapies. SFBT provides a more strengths-based approach to help families improve family well-being and thus help improve their child’s well-being.
In the current announcement are presented the results of the third and fourth round of the quantitative research on children’s well-being over time in the Attica region (Greece) and are proposed economic and social policies for maximizing the children’s quality of life. More specifically, during the last years, the previous economic crisis in Greece has had negative effects on the society as a whole. Nowhere are these effects more evident than in the rapid increase of child poverty in the same time period. This study focuses on the various factors in children’s well-being and, by negative inference, on child poverty as reflected in the region of Attica by age group. In this way, it defines conceptually and operationally each of the aforementioned factors. Taking this into account, the presentation briefly discusses outputs of an empirical quantitative research on child poverty in the region of Attica on the basis of a new proposed methodological framework, in order to develop an evidence-based understanding of the multidimensional characteristics, extent and geographic distribution of the aggravation of children’s quality of life in the region of Attica (Greece). Moreover, rounds 3-4, of the quantitative research coincide with the outbreak of the pandemic of COVID-19. From this point of view, it is presented how the current health crisis of COVID-19 has affected children’s well -being in the Attica.
Background: Despite a considerable reduction in child mortality, nearly six million children under the age of five die each year. Millions more are poorly nourished and in many parts of the world, the quality of education remains poor. Children are at risk from multiple violations of their rights, including child labour, early marriage, and sexual exploitation. Research plays a crucial role in helping to close the remaining gaps in child well-being, yet the global evidence base for interventions to meet these challenges is mostly weak, scattered and often unusable by policymakers and practitioners. This mega-map encourages the generation and use of rigorous evidence on effective ways to improve child well-being for policy and programming. Objectives: The aim of this mega-map is to identify, map and provide an overview of the existing evidence synthesis on the interventions aimed at improving child well-being in low- and middle-income countries (LMICs). Methods: Campbell evidence and gap maps (EGMs) are based on a review of existing mapping standards (Saran & White, 2018) which drew in particular of the approach developed by 3ie (Snilstveit, Vojtkova, Bhavsar, & Gaarder, 2013). As defined in the Campbell EGM guidance paper; "Mega-map is a map of evidence synthesis, that is, systematic reviews, and does not include primary studies" (Campbell Collaboration, 2020). The mega-map on child well-being includes studies with participants aged 0-18 years, conducted in LMICs, and published from year 2000 onwards. The search followed strict inclusion criteria for interventions and outcomes in the domains of health, education, social work and welfare, social protection, environmental health, water supply and sanitation (WASH) and governance. Critical appraisal of included systematic reviews was conducted using "A Measurement Tool to Assess Systematic Reviews"-AMSTAR-2 rating scale (Shea, et al., 2017). Results: We identified 333 systematic reviews and 23 EGMs. The number of studies being published has increased year-on-year since 2000. However, the distribution of studies across World Bank regions, intervention and outcome categories are uneven. Most systematic reviews examine interventions pertaining to traditional areas of health and education. Systematic reviews in these traditional areas are also the most funded. There is limited evidence in social work and social protection. About 69% (231) of the reviews are assessed to be of low and medium quality. There are evidence gaps with respect to key vulnerable populations, including children with disabilities and those who belong to minority groups. Conclusion: Although an increasing number of systematic reviews addressing child well-being topics are being published, some clear gaps in the evidence remain in terms of quality of reviews and some interventions and outcome areas. The clear gap is the small number of reviews focusing explicitly on either equity or programmes for disadvantaged groups and those who are discriminated against.
Ashrita Saran, Howard White, Kerry Albright et al.
