Well-being and learning. Taking inclusive education as a prominent example

Zu b iggen, Ca men Well-being and lea ning. Taking inclusi e educa ion as a p ominen example Becke , Michael [H sg.]; Digna h, Cha lo e [H sg.]; Bihle , Lilly-Ma len [H sg.]; Gaspa d, Hanna [H sg.]; McEl any, Nele [H sg.]: Socio-emo ional and cogni i e de elopmen in lea ning. Educa ional goals in compe i ion?! Müns e ; New Yo k : Waxmann 2026, S. 81-92. - (Do munde Symposium de Empi ischen Bildungs o schung; 9) Quellenangabe/ Re e ence: Zu b iggen, Ca men: Well-being and lea ning. Taking inclusi e educa ion as a p ominen example - In: Becke , Michael [H sg.]; Digna h, Cha lo e [H sg.]; Bihle , Lilly-Ma len [H sg.]; Gaspa d, Hanna [H sg.]; McEl any, Nele [H sg.]: Socio-emo ional and cogni i e de elopmen in lea ning. Educa ional goals in compe i ion?! Müns e ; New Yo k : Waxmann 2026, S. 81-92 - URN: u n:nbn:de:0111-pedocs-345087 - DOI: 10.25656/01:34508 h ps://nbn- esol ing.o g/u n:nbn:de:0111-pedocs-345087 h ps://doi.o g/10.25656/01:34508 in Koope a ion mi / in coope a ion wi h: h p://www.waxmann.com Nu zungsbedingungen Te ms o use Dieses Dokumen s eh un e olgende C ea i e Commons-Lizenz: h p://c ea i ecommons.o g/licenses/by-nc-sa/4.0/deed.de - Sie dü en das We k bzw. den Inhal un e olgenden Bedingungen e iel äl igen, e b ei en und ö en lich zugänglich machen sowie Abwandlungen und Bea bei ungen des We kes bzw. Inhal es an e igen: Sie müssen den Namen des Au o s/Rech einhabe s in de on ihm es geleg en Weise nennen. Dieses We k bzw. de Inhal da nich ü komme zielle Zwecke e wende we den. Die neu en s andenen We ke bzw. Inhal e dü en nu un e Ve wendung on Lizenzbedingungen wei e gegeben we den, die mi denen dieses Lizenz e ages iden isch ode e gleichba sind. 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In oduc ion O e he las wo decades, s uden well-being has inc easingly mo ed in o he spo ligh o educa ional esea ch. An examina ion o he apidly g owing body o li e a u e e eals ha s uden well-being is conside ed bo h pa icula ly el‐ e an o academic unc ioning and as a a ou able educa ional ou come in i sel (S einmay e al., 2018; Suldo e al., 2011). I is widely assumed ha well- being and lea ning a e in ica ely linked. On he one hand, s uden s’ school- ela ed well-being se es as an indica o o he quali y o a lea ning en i on‐ men , which acili a es posi i e lea ning p ocesses. On he o he hand, i is gen‐ e ally expec ed ha success ul lea ning os e s s uden s’ well-being (Hasche , 2012). Simila assump ions apply o he con ex o inclusi e educa ion, whe e s uden s’ well-being is ecognised no only as a key indica o o he quali y o inclusion bu also as an aim o inclusi e educa ion (Powell & Hadja , 2018; Vene z, 2015; Wäch e e al., 2024). None heless, a ecen sys ema ic e iew ega ding he associa ion be ween well-being and academic achie emen o school-aged child en has unco e ed inconsis encies in indings, anging om posi i e associa ions o no associ‐ a ion o con adic o y esul s (Amhol e al., 2020). Con lic ing esul s a e also epo ed ega ding s uden s’ well-being in ela ion o inclusi e educa ion (Dalgaa d e al., 2022; Goldan e al., 2022). Fu he mo e, se e al s udies ha e demons a ed a gene al decline in subjec i e well-being om childhood o ado‐ lescence (Bücke e al., 2023; Casas & González-Ca asco, 2019), and om p i‐ ma y o lowe seconda y educa ion (Knickenbe g & Zu b iggen, 2021; Obe ‐ meie e al., 2022). These appa en con adic ions aise he ques ion o a pos‐ sible ade-o be ween os e ing s uden s’ well-being and p omo ing academic lea ning and achie emen (Cla ke, 2020). Agains his backd op, his chap e aims i s o b ie ly elucida e he concep o s uden well-being and i s measu emen , and second, o p o ide concise in‐ sigh s in o he s a e o esea ch conce ning he associa ions be ween s uden s’ 82 Ca men Zu b iggen subjec i e well-being and academic achie emen , as well as on ele an ac o s o he lea ning en i onmen wi hin a class oom. Addi ionally, exempla y ind‐ ings on s uden s’ subjec i e well-being in ela ion o inclusi e educa ion a e p esen ed, ollowed by a (p elimina y) conclusion and sugges ions o u u e di ec ions. 2. Focus on s uden s’ subjec i e well-being 2.1 Concep ualising well-being Since well-being is a b oad, mul i ace ed cons uc (To , 2018), i may explain inconsis encies in indings ega ding he associa ion o s uden s’ well-being and academic achie emen . Co esponding o an umb ella e m, which is equen ly used in e changeably wi h o he e ms (e.g., happiness, men al heal h, li e sa ‐ is ac ion) and applied in many di e en con ex s, well-being is o en iewed as an ambiguous concep (Joos e al., 2018). The a ie y o e ms o de ini ions desc ibing well-being can be b oadly g ouped in o objec i e and subjec i e aspec s o dimensions o well-being (Voukela ou e al., 2021). While objec i e well-being e lec s people’s ma e ial li ing condi ions and hei obse able quali y o li e – including aspec s such as physical heal h, sa e y, en i onmen , and academic achie emen – subjec i e well-being cap u es people’s own pe cep ions o e alua ions o hei o e all quali y o li e o o speci ic domains o si ua ions. Empi ical educa ional esea ch has mainly ocused on s uden s’ subjec i e well-being. The mos widely acknowledged concep ion o subjec i e well-being is he one by Ed Diene (Schimmack, 2008). Acco ding o Diene (1984), sub‐ jec i e well-being consis s o he e lec i e cogni i e judgemen s people make abou hei li e in gene al o in speci ic domains (e.g., wo k, school, amily), as well as posi i e and nega i e emo ional esponses o ongoing li e expe iences o speci ic si ua ions (Diene e al., 2018). 2.2 Measu ing s uden s’ subjec i e well-being in school When concep ualising subjec i e well-being, i is essen ial o no only di e en‐ ia e be ween componen s (i.e., cogni i e, a ec i e) and li e domains (i.e., gen‐ e al, domain-speci ic), bu also be ween ime ames as in he gene al s a e- ai model (Eid, 2008). Acco dingly, he amewo k model o he measu emen o subjec i e well-being by Lische zke and Eid (2006) dis inguishes be ween ha‐ bi ual and momen a y o si ua ion-speci ic subjec i e well-being. Well-being and lea ning 83 This dis inc ion is also impo an when measu ing s uden s’ subjec i e well- being in school. One p ominen example o subjec i e well-being as a ai is he concep ion by Hasche (2010). She de ined s uden s’ subjec i e well-being in school as a mul icomponen cons uc ha includes posi i e a i udes owa ds school, enjoymen in school, he absence o wo ies abou school, a posi i e academic sel -concep , and he absence o social p oblems as well as physical complain s in school. Measu ing s uden s’ subjec i e well-being as a s a e p i‐ ma ily conce ns i s a ec i e componen , o mo e speci ically, posi i e and neg‐ a i e a ec i e expe ience in speci ic (lea ning) si ua ions. A ec i e expe ience o s a e-like emo ions can be assessed ia momen a y da a echniques such as he expe ience sampling me hod (ESM; Hek ne e al., 2007), which allows o cap u e s a e cha ac e is ics in si u and in eal- ime. In educa ional s udies, esea che s ha e ypically elied on e ospec i e sel - epo s when measu ing s uden s’ subjec i e well-being. Howe e , such mem‐ o y-based epo s o emo ional aspec s a e o en o e - o unde es ima ed (Con‐ ne & Ba e , 2012). To in es iga e e ospec ion e ec s o s uden s’ emo ional expe ience in he class oom and possible changes du ing ea ly adolescence, we compa ed e ospec i ely assessed a ec i e expe ience (i.e., posi i e and nega‐ i e ac i a ion) wi h in si u ia ESM epo ed a ec i e expe ience (Zu b iggen e al., 2021). Ou indings indica ed o a posi i e ecall bias (i.e., ‘ osy iew’) o s uden s’ a ec i e expe ience a he end o p ima y educa ion and o a nega i e shi in ecall bias (i.e., ‘blue iew’) by he end o lowe seconda y educa ion. 3. Subjec i e well-being, academic achie emen , and he lea ning en i onmen While abou wen y yea s ago esea che s had o make a plea o he ele ance o well-being in school (Fend & Sandmeie , 2004), i is nowadays gene ally as‐ sumed ha s uden s’ subjec i e well-being e lec s a school en i onmen ha acili a es lea ning p ocesses and p omo es s uden s’ academic achie emen . Success ul lea ning, in u n, is hough o be essen ial o expe iencing sa is ac‐ ion and posi i e emo ions in school (Hasche & Hagenaue , 2011). Thus, sub‐ jec i e well-being is iewed as a p edic o o s uden s’ engagemen and mo i a‐ ion o lea n (Hasche , 2012). Since school and he class oom a e also sou ces o nega i e expe iences (e.g., academic ailu e, ejec ion by pee s), subjec i e well- being can also se e a p e en i e unc ion. 84 Ca men Zu b iggen 3.1 Associa ions o subjec i e well-being wi h academic achie emen and engagemen Based on such heo e ical conside a ions, se e al s udies ha e examined he e‐ la ionship be ween s uden s’ subjec i e well-being and academic achie emen . The i s me a-analysis on his opic showed a posi i e, bu only small co ‐ ela ion ( = 0.164) be ween academic achie emen and subjec i e well-being (Bücke e al., 2018). The co ela ion was s able ac oss a ious le els o de‐ mog aphic a iables, di e en componen s, and domains o subjec i e well- being, as well as ac oss di e en con en s and al e na i e measu es o academic achie emen . The au ho s concluded ha high-achie ing s uden s do no nec‐ essa ily epo high subjec i e well-being, and low-achie ing s uden s do no au oma ically epo low subjec i e well-being. As s uden s’ engagemen has been desc ibed as an impo an s eng h lead‐ ing o well-being and posi i e lea ning ou comes, Wong and colleagues (2024) in es iga ed in hei ecen me a-analysis he associa ions o s uden s’ academic engagemen wi h subjec i e well-being and academic achie emen . Thei me a- analysis e ealed medium co ela ions be ween s uden s’ engagemen and sub‐ jec i e well-being, being mos closely ela ed o a ec i e engagemen ( = .40), ollowed by cogni i e ( = .35) and beha iou al ( = .31) engagemen . The a e ‐ age co ela ion o engagemen wi h subjec i e well-being ( = .35) was simila o he one wi h academic achie emen ( = .33). 3.2 Fac o s o he lea ning en i onmen a ec ing subjec i e well-being Al hough he class oom is conside ed he mos in luen ial school con ex bo h on s uden s’ subjec i e well-being and hei lea ning (Hasche , 2012), empi i‐ cal e idence suppo ing hese heo e ical assump ions is s ill sca ce. Howe e , se e al s udies ha e explo ed he impac o ce ain aspec s o he lea ning en i‐ onmen wi hin a class oom on s uden s’ subjec i e well-being. A la ge pa o hese aspec s co esponds o social cha ac e is ics o he lea ning en i onmen , bu also a eache ’s ins uc ional p ac ice plays a decisi e ole in de eloping and os e ing s uden s’ well-being. Social ac o s wi hin a class oom ha posi i ely a ec s uden s’ subjec‐ i e well-being include posi i e ela ionships wi h pee s and pee suppo (Goswami, 2012; Ho e ich e e al., 2021), a posi i e s uden - eache ela ion‐ ship (Zheng, 2022), and a suppo i e class oom clima e (Obe le, 2018; Zu ‐ b iggen, Ho mann, e al., 2023). Fac o s ha nega i ely a ec s uden s’ sub‐ jec i e well-being include pee bullying, (s ong) compe i ion among pee s (A slan e al., 2021; Ho e ich e & Rau elde , 2017), con lic s wi h eache s, Well-being and lea ning 85 and p essu e om eache s o achie e (Kiu u e al., 2020; S ang-Rab ig e al., 2023). Rega ding eache s’ ins uc ional p ac ices, ecen s udies ha e shown ha di e en ia ed ins uc ion is posi i ely ela ed o s uden s’ subjec i e well-being (Pozas e al., 2021) and ha good ins uc ional quali y has a posi i e impac on s uden s’ subjec i e well-being (Obe meie e al., 2022). 4. Inclusi e educa ion and s uden s’ subjec i e well-being Mos o he a o emen ioned ac o s posi i ely a ec ing s uden s’ subjec i e well-being and lea ning co espond o c ucial cha ac e is ics o he success ul implemen a ion o inclusi e educa ion. Inclusi e educa ion no only means ac‐ cess o gene al educa ion bu also p o iding high-quali y eaching and lea ning en i onmen s ha maximise he academic and social-emo ional de elopmen o all s uden s (Uni ed Na ions [UN], 2006, A . 26). Di e en ia ed ins uc‐ ion is seen as a ehicle o achie e inclusi e educa ion (Pozas e al., 2021) by implemen ing, o ins ance, adequa ely adap ed eaching p ac ices ailo ed o s uden s’ needs (Gheyssens e al., 2023). As al eady men ioned, s uden s’ subjec i e well-being is conside ed an im‐ po an indica ion o he quali y o inclusi e educa ion. Simul aneously, i also se es as a use ul indica o o adap i e eaching, as i a ec s a eache ’s deci‐ sions on how o design class oom in e en ions and ins uc ions (P ae o ius e al., 2015). Thus, accu a e eache judgemen o s uden s’ subjec i e well-being is an impo an condi ion o adap i e eaching, which in u n p omo es each s uden ’s lea ning and academic de elopmen . In he ollowing, exempla y indings o ou own s udies on he opic o in‐ clusi e educa ion and subjec i e well-being a e b ie ly p esen ed. 4.1 S uden s’ emo ional expe ience and adap i e eaching The i s esea ch ques ion ela es o he a ec i e componen o subjec i e well-being as a s a e: How do s uden s expe ience di e en class oom si ua‐ ions o adap i e eaching in inclusi e educa ion? To add ess his ques ion, we conduc ed an expe ience sampling s udy in 40 class ooms o G ades 5 and 6 in Swi ze land (p ima y educa ion) wi h abou 720 s uden s and a o al o o e 8000 occasions (Zu b iggen & Vene z, 2018). The esul s o ou mul i‐ le el mul ig oup analyses showed ha he included cha ac e is ics o adap i e eaching had a simila posi i e e ec on s uden s’ emo ional expe ience. When s uden s had he op ion o choose be ween asks, hey we e gene ally mo e posi i ely ac i a ed (e.g., mo e ene ge ic) and less nega i ely ac i a ed (e.g., 86 Ca men Zu b iggen less s essed) han when hey could no choose be ween asks. Simila ly, he s uden s we e mo e posi i ely ac i a ed and less nega i ely ac i a ed when hey we e able o wo k wi h hei pee s and did no ha e o wo k alone. Fu he mo e, s uden s’ emo ional expe ience was bes when he pe cei ed di icul y le el o a ask was sligh ly highe han a e age. Howe e , one di e en ial e ec be ween s uden g oups was obse ed: The g oup o s uden s wi h abo e-a e age aca‐ demic achie emen and well-adjus ed social beha iou only eached maximum posi i e ac i a ion o asks ha hey expe ienced as signi ican ly mo e di icul han a e age. 4.2 Teache judgemen accu acy o s uden s’ subjec i e well-being in inclusi e educa ion Second, we in es iga ed eache s’ judgemen accu acy o s uden s’ subjec i e well-being as a ai and whe he he (in-)accu acy in eache epo s (i.e., speci‐ ici y) could be explained by s uden and eache cha ac e is ics. To add ess hese ques ions, we d ew om he sel - epo s o abou 2600 s uden s in G ade 6 and he co esponding a ings o abou 430 home oom eache s and applied a mul iple-indica o co ela ed ai -co ela ed me hod minus one model wi h explana o y a iables (Zu b iggen, Nusse , e al., 2023). Following he concep‐ ion by Hasche (2010), we ocused on h ee componen s: emo ional well-being in school, social inclusion in class, and academic sel -concep . To in es iga e ac o s explaining he speci ici y in eache epo s o s uden s’ subjec i e well- being, we accoun ed o selec ed cha ac e is ics ele an in he con ex o inclu‐ si e educa ion and adap i e eaching. Ou indings showed ha eache s’ judgemen accu acy o s uden s’ subjec‐ i e well-being was only low o mode a e. 12 % o he a iance in eache epo s o s uden s’ emo ional well-being was sha ed wi h he s uden s’ sel - epo s and 18 % wi h ega d o social inclusion, while o he academic sel -concep he consis ency was a li le highe a 33 % . In e ms o s uden cha ac e is ics, he s a us o special educa ional needs (SEN), gende , and academic achie emen we e signi ican ly ela ed o he speci ici y in eache epo s o all h ee aspec s o s uden s’ subjec i e well- being. The e ec s we e mos p onounced o academic achie emen , pa ic‐ ula ly on he academic sel -concep . Ge man as a p ima y s. seconda y lan‐ guage could only explain he speci ici y in eache epo s o he academic sel - concep . The eache cha ac e is ics included could explain he speci ici y in eache epo s only o a small ex en . While eaching expe ience was nega‐ i ely, bu only e y weakly, associa ed wi h he speci ici y in eache epo s o he s uden s’ academic sel -concep , eache s’ sel -e icacy, hei a i udes Well-being and lea ning 87 owa ds inclusion, and hei esponsibili y o e e y s uden we e posi i ely associa ed wi h he speci ici y in eache epo s o s uden s’ emo ional well- being and hei social inclusion in class. 4.3 De elopmen o s uden s’ subjec i e well-being in lowe seconda y educa ion The hi d and las esea ch ques ion ela es o he de elopmen o s uden s’ subjec i e well-being in inclusi e class ooms du ing lowe seconda y educa‐ ion and whe he s uden s’ academic achie emen can p edic changes in hei subjec i e well-being. To his end, we d aw on da a om he longi udinal p ojec Inclusi e Educa‐ ion in Lowe Seconda y Schools in Ge many (INSIDE). The sample consis ed o abou 4600 s uden s om lowe seconda y educa ion who pa icipa ed in G ades 6, 7, and 9. We speci ied a la en neighbou change model wi h p edic o s o change in subjec i e well-being. As expec ed, he indings showed ha s uden s’ emo ional well-being and hei social inclusion sligh ly dec eased om G ade 6 o G ade 9. The academic sel -concep emained ela i ely s able. Fu he mo e, pee - ela ed class oom clima e and s uden - eache ela ionship could p edic change in s uden s’ subjec i e well-being. 5. Conclusion and u u e di ec ions This leads back o he ini ial ques ion o his chap e : whe he he e is a ade- o be ween well-being and lea ning. Ra he han being incompa ible goals, e‐ sea ch sugges s ha hei ela ionship is no s aigh o wa d and ha se e al gaps need o be add essed (Cla ke, 2020). To each a mo e solid conclusion abou he assumed ecip ocal ela ionship be ween s uden s’ subjec i e well- being and academic achie emen o o he lea ning ou comes, mo e longi udi‐ nal s udies a e equi ed (Bücke e al., 2018). Fu u e s udies would bene i om including po en ial mode a ing o media ‐ ing a iables a he indi idual, class oom, and school le els, such as pe sonali y, ins uc ional s a egies, o school clima e (S einmay e al., 2018). Fo ins ance, i could be wo hwhile o in es iga e he ole o s uden s’ engagemen in his ega d, as s uden s’ subjec i e well-being seems o be mo e s ongly associa ed wi h academic engagemen han wi h academic achie emen . Ou indings indica e ha adap i e eaching has a posi i e impac on s u‐ den s’ emo ional expe ience (Zu b iggen & Vene z, 2018). The ques ion e‐ mains whe he adap i e eaching has medium- and long- e m e ec s on s u‐ den s’ subjec i e well-being as well as on success ul lea ning. Addi ional e‐ 88 Ca men Zu b iggen sea ch di e en ia ing be ween componen s and ime ames o subjec i e well- being could p o ide impo an insigh s in o speci ic e ec s and unde lying p o‐ cesses. In ligh o he ela i ely low accu acy o eache judgemen ega ding s u‐ den s’ subjec i e well-being (Zu b iggen, Nusse e al., 2023), he e is a isk o unjus ly accusing eache s o placing addi ional p essu e on hese al eady hea ily bu dened p o essionals. Gi en he complexi y and di icul y o es i‐ ma ing subjec i e o in e nal cons uc s, he disc epancies be ween he sel - epo s and eache a ings o s uden s’ subjec i e well-being could be jus used as diagnos ic in o ma ion. Being awa e o s uden ’s own iew and possible bias may educe he expec ancy e ec s o unde - o o e es ima ion, o ins ance, o s uden s wi h SEN o low achie emen . In e en ions ega ding inclusion ha e he po en ial o change eache s’ belie s, pa icula ly i hey p o ide he oppo uni y o gain expe ience wi h inclusi e p ac ices (Digna h e al., 2022). As o u he p ac ical implica ions, c ea ing a suppo i e social class oom clima e can enhance s uden s’ subjec i e well-being, bu also posi i ely a ec lea ning p ocesses and achie emen . This could be unde aken by inco po a ‐ ing elemen s and s a egies o ‘posi i e educa ion’ (Seligman e al., 2009), o by implemen ing e idence-based, sys emic social and emo ional lea ning (Rimm- Kau man e al., 2023). In his ein, eache s should be suppo ed in hei en‐ dea ou s in os e ing a ich lea ning en i onmen whe e all s uden s can h i e academically and enhance hei subjec i e well-being. Re e ences . Amhol , T. T., Dammeye , J., Ca e , R., & Niclasen, J. (2020). Psychological well-being and academic achie emen among school-aged child en: A sys ema ic e iew. Child Indica o Resea ch 13, 1523–1548. h ps://doi.o g/10.1007/s12187-020-09725-9 . A slan, G., Allen, K. A., & Tanhan, A. (2021). School bullying, men al heal h, and well‐ being in adolescen s: Media ing impac o posi i e psychological o ien a ions. Child Indica o Resea ch, 14, 1007–1026. h ps://doi.o g/10.1007/s12187-020-09780-2 . Bücke , S., Nu aydin, S., Simonsmeie , B. A., Schneide , M, & Luhmann, M. (2018). 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