In this survey series, well-being at school is under observation. The respondents belong to four target groups: primary schools (grades 4-6), lower secondary schools (grades 7-9), upper secondary institutions, and personnel. The data are collected during each school year, and schools can independently decide in what time of the year they respond to the survey. The first datasets archived at the FSD are from the school year 2004-2005.
The School Well-being Profile is based on Anne Konu's doctoral dissertation, in which well-being at school is divided into four categories: school conditions, social relationships in school, means for self-fulfilment in school, and health status. The quantitative datasets in the series examine these categories with the help of statements and multiple choice questions. The topics in the survey are the same to all respondents, but the wording of the questions has been specifically adjusted for each target group. The data are collected through an Internet survey on the web page of the Finnish National Board of Education.
The data examined the well-being of Finnish students at upper secondary level institutions. The themes of the survey included school conditions, social relations, possibilities of self-actualisation and state of health. The questions were presented as attitudinal statements and multiple-choice questions. The statements were evaluated on a five-level scale ranging from "strongly agree" to "strongly disagree".
Questions charting conditions at the institution covered school facilities and activities. The respondents were asked, for instance, about satisfaction with the size, temperature and ventilation of classrooms, toilet facilities as well as the cleanliness and safety of school buildings and yard areas. They were also asked to evaluate if it was possible to work in peace in the classrooms, if the amount of schoolwork was appropriate, if rules and disciplinary actions at the institution were sensible, and if it was easy to get to visit the school nurse or counselor. Some statements examined social relations between students as well as between the students and teachers, along with the attitudes of the student's family toward studying. The respondents were asked, for example, if groupwork was successful, if fellow students offered help, if teachers were friendly, and if family members respected their studies and helped with homework. It was also charted whether the respondents had been bullied at the institution during the current semester and whether they had themselves bullied someone.
Some questions pertained to self-actualisation. These questions covered e.g. whether teachers listened to the respondents' opinions, if students' opinions were taken into consideration in the institution's decision-making, whether the respondents had found a suitable study method and took care of their study duties, if they were thanked for good work, if they felt that studying is important and whether they received help from teachers when needed. Questions concerning the respondents' general health examined if they had suffered from a variety of symptoms during the current study term (e.g. stomach pains, difficulty falling asleep or waking up at night, headaches, feeling sad, fears).
Background variables included gender, age and grade.
The sample is self-selected; institutions found out about the study in seminars or from other institutions and volunteered to participate. The study was not advertised to institutions extensively. The well-being profile was meant as a development and self-assessment tool for institutions. By participating, however, the institutions also allowed the use of the data for research.
The questionnaire was available on a web page hosted by the Finnish National Board of Education, and an identification code was required for responding to the survey. The institutions registered for the survey and generated identification codes for the students. The students filled out the questionnaire and inserted their personal identification codes. Only responses with these identification codes were saved, so that each student could only respond once. Technical solutions also ensured that all background information was filled out (with the exception of age) and that at least two thirds of questions in each question category were answered.
The students' chances of being included in the sample depended on the school's activity, internet access, and willingness to use web-based tools for development. Institutions differ in their internet connection speeds, IT equipment and how this equipment is used.
A total of 22 institutions participated in the survey. Responses were received from 1,661 students at upper secondary level institutions.