Page 171 - RUICHSS 2023 Proceeding

University of Ruhuna ISSN: 2706-0063
Matara, Sri Lanka

4. Review of the Relevant Literature

4.1. Students’ Well-being in School

Well-being has been defined in different ways, typically including reference

to individuals’ happiness, life satisfaction, and positive affect (Diener, 1984).
Duckett et al. (2010) describe that the concept of student well-being begins

with the idea that if the school members feel happy and secure at school, they
will actualise their potentials. The students’ well-being positively influences

their learning process and outcomes. The students feeling satisfied with their

schools will develop positive attitudes towards learning-teaching process and
improve their achievements (Jarvela, 2011).

The study of Lavy and Naama-Ghanayim (2020) revealed links between
students perceiving that their teacher cares about them, and their self-esteem,

well-being, and engagement in school, indicating the role of student-teacher

relationships in mediating these connections. Alnahdi et al. (2022) and Pozas
et al. (2021) have indicated that students’ rating of their teachers’

differentiated instruction practice is positively associated with their well-being
in school.

Regarding the emotional well-being of students with SEN, some studies have

shown weaker emotional well-being in these students compared to those with
typical development (Alnahdi et al., 2022; Pozas et al., 2021; McCoy & Banks,

2012; Skrzypiec et al., 2016), whereas other studies have found no differences
between groups (Zurbriggen et al. 2018).

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