Positive Childhood Experiences in English Adolescents: Prevalence, Predictors and Measurement Using the Benevolent Childhood Experiences Framework

Benevolent Childhood Experiences (BCEs) are positive, everyday supports theorised to promote adolescent wellbeing and buffer adversity. Using the youth-co-designed #BeeWell survey, we provide the largest contemporary, population-based estimates of BCEs for adolescents in England, examine social patterning, and test their latent structure. #BeeWell items were mapped to the 10-item BCE framework. We derived a 0–10 BCE count (prespecified thresholds for single items; data-driven cut-points for multi-item scales) and factor-based domain scores from exploratory and confirmatory factor analyses. The analytical sample comprised 120,645 pupils from 291 schools (school years 7–11, ages 11–16 (M = 13.7 years, SD = 1.2); 34.4% cisgender girls, 39.2% cisgender boys, 26.4% LGBTQ+). Regression models estimated associations with gender/sexual identity, ethnicity, special educational needs, free school meal eligibility, neighbourhood deprivation, and school year. BCEs were common yet unequally distributed. Prevalence was highest for free time (92.7%) and a positive home environment (87.1%); upper-tail cut-points yielded lower prevalences for multi-item scales (e.g., self-esteem 19.2%). The BCE count was approximately normal. In adjusted models, sexual and gender minority pupils and cishet girls reported fewer BCEs than cishet boys. Socioeconomic disadvantage, special educational needs, and older school years were associated with fewer BCEs. Ethnic differences were mixed (Asian and Black pupils higher than White; Chinese lower). Factor analyses supported three domains: School Connectedness, Home/Community Support, and Psychosocial Wellbeing, with Parent/Carer relationships retained as a correlated observed indicator. Counts support surveillance; domain scores can target school belonging, community provision, and inclusion of disadvantaged pupils.