Understanding the role of school experiences in the wellbeing of girls, SEN and low SES students: A self-determination theory approach

With the current rise in youth wellbeing difficulties, it is important to understand how school experiences contribute to this issue. Based on self-determination theory, this study examines associations between students’ autonomy, perceived competence and relatedness at school and their wellbeing. The magnitude of these associations is compared across three student groups hypothesized to report lower wellbeing: girls, students with SEN, and low SES students. Data from 2243 Irish secondary students in second (age 14) and fifth (age 17) year shows that students’ wellbeing is associated with school belonging (β =.38) and autonomy (β =.11), but not perceived competence. These links are stronger among low SES students, account for a significant proportion of the gap in wellbeing among students with SEN, but much less of observed gender differences. Results are discussed in the context of the universality claim of self-determination theory and implications for educational policy and practice. • Student wellbeing is associated with belonging and autonomy at school, but not perceived competence. • The links between wellbeing, belonging and autonomy at school are stronger among low socio-economic status students. • Belonging, autonomy, and school factors account for most of the reduced wellbeing among special educational needs students. • School experiences account for little of the gender difference in wellbeing in this study.