Educational Factors Forming Children’s Well-being at School

Abstract

Based on Lithuanian and foreign scientific, pedagogical and psychological literature, normative state documents, the article analyzes the assumptions of the formation of children’s well-being, theoretically substantiates the concept of well-being and the contexts of its expression in the educational process. By applying the theoretical approaches of social sciences, a tool (theoretical-empirical model) was created to analyze the expression of educational factors in children’s well-being at school. Based on the analysis of empirical research, the content and meanings of the educational contexts of expression of children’s well-being are presented. The results of the study of educational factors forming children’s well-being in general education schools are presented.