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Socioeconomic Status Gradients in Young Children’s Well‐Being at School
Author(s) -
Loft Lisbeth,
Waldfogel Jane
Publication year - 2020
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/cdev.13453
Subject(s) - socioeconomic status , psychology , danish , family income , developmental psychology , context (archaeology) , well being , population , social environment , psychological well being , demography , sociology , geography , linguistics , philosophy , social science , archaeology , economics , psychotherapist , economic growth
This study examines the socioeconomic status gradients in children’s well‐being at school using data on the total population of Danish public school children age 6–11 ( N = 147,994). Children completed the national well‐being at school survey, an environment‐specific self‐report of satisfaction with school, social well‐being at school, and psychological well‐being at school. Data were linked with administrative register data on family characteristics. Regression analysis was used to estimate gradients by parental education and income for each of the three dimensions of well‐being at school. Findings indicated that even in the relatively equal Danish context, children from more educated and higher‐income families experienced greater satisfaction with school and higher social and psychological well‐being at school than their less advantaged peers.