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Social and Emotional Well-Being of Adolescents From Disadvantaged Backgrounds
Abstract
Well-being is an amorphous amalgamation of positive health, socioemotional competencies, and ethical sensibilities. The well-being of a child is influenced by social settings (family, peers, and community) as well as the supportive relationships experienced in educational settings. Therefore, the present study examines the social and emotional well-being (SEW) of adolescents from disadvantaged backgrounds. This study is quantitative in nature and employs a cross-sectional survey design. A self-administered SEW tool was used to assess the student's wellbeing. The findings of the study reveal that more than 45% of the adolescents had low or emerging wellbeing scores in all five dimensions measured. The study results emphasise the need for SEW interventions among adolescents from disadvantaged backgrounds. Responses from adolescents also suggest an urgent need to empower teachers and educate parents on the importance of non-academic skills in education, who can serve as social and emotional role models over time, empowering students to overcome adversity and thrive.
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