---
_id: '67051'
abstract:
- lang: eng
  text: "The social participation of students with special educational needs (SEN)
    as well as other elements of the school-related well-being can be regarded as
    informative indicators for the inclusion-related quality of a school. Such indicators
    represent relevant measures for the individual as well as the collective psychosocial
    outcomes of both, a schools’ inclusive concept as well as its realisation. \r\nBuilding
    on the prior work of Headey et al. (1984), Ryff & Keyes (1995), Grob et al. 1991
    as well as Hascher (2004), a multi-professional research group consisting of regular
    as well as special education teachers and scientists adopted a six-partite set
    of questionnaire scales to be administered to students of grade 6 to 10 with and
    without SEN at the Laboratory School Bielefeld/Germany (Kullmann et al. 2015).
    The educational concept of this state-run experimental school has been profoundly
    inspired by the ideas of progressive education as well as the work of John Dewey.
    It has been serving for a broad range of students including those with SEN for
    more the 40 years (Thurn 2012). \r\nThe analyses to be presented are based on
    a survey that has been administered on a yearly basis between 2013 and 2015. On
    average, a total of 294 students of the grades 6 to 10 participated (average return
    rate: 94,7%), of which 9,5% (N = 28) were SEN students. The measurement of social
    participation was realized by two scales: A newly developed 3-item scale on the
    “affinity to classmates” (Cronbach’s Alpha without/with SEN, e.g. for 2014: .852/.850)
    as well as a 4-item scale on the absence of social problems in school (with regard
    to classmates and other peer students; C-Alpha: .799/.877). \r\nThe two constructs
    on social participation are characterised by fairly similar and equally high ratings
    by both, students with and without SEN (e.g. mean values around 3.7 and 4.0 (minimum:
    0; maximum: 5), effect size (d) < .20). They are moderately correlated (r = .415)
    and structural equation modeling clearly indicates that both are linked to four
    other measures of school-related well-being while it does not appear appropriate
    to further condense them to one central figure. \r\nIn the final paper, we will
    present further analyses regarding the interconnection between social participation,
    other elements of school-related well-being as well as additional factors of school
    quality, e.g. the individual teacher support as perceived by the students or the
    social competence as an educational goal on the school level.\r\n\r\nReferences:\r\n
    \   • Grob, A., Lüthi, R., Kaiser, F. G., Flammer, A., Mackinnon, A., & Wearing,
    A. J. (1991). Berner Fragebogen zum Wohlbefinden Jugendlicher (BFW) [Questionnaire
    on the well-being of adolescents]. Diagnostica 37 (1), 66–75.\r\n    • Headey,
    B., Holmstroem, E., & Wearing, A. (1984). Well-being and ill-being: Different
    dimensions? Social Indicators Research 14 (2), 115–139.\r\n    • Hascher, T. (Hrsg.).
    (2004). Wohlbefinden in der Schule [Well-being in schools]. Münster: Waxmann.\r\n
    \   • Kullmann, H., Geist, S., & Lütje-Klose, B. (2015). Erfassung schulischen
    Wohlbefindens in inklusiven Schulen ‒ Befunde zur Erprobung eines mehrdimensionalen
    Konstrukts in fünf Jahrgängen der Sekundarstufe I an der Laborschule Bielefeld.
    [Ascertainment of school-related well-being in inclusive schools ‒ Findings from
    testing a multidimensional construct in five secondary grades of the Laboratory
    School Bielefeld.] In P. Kuhl, P. et al. (Eds.), Inklusion von Schülerinnen und
    Schülern mit sonderpädagogischem Förderbedarf in Schulleistungserhebungen (pp.
    301-333). Wiesbaden: Springer VS.\r\n    • Ryff, C. D., & Keyes, C. L. M. (1995).
    The structure of psychological well-being revisited. Journal of Personality and
    Social Psychology 69, 719–727.\r\n    • Thurn, S. (2012). Development processes
    in a laboratory school. Germany. In T. Wrigley, P. Thomson & B. Langard (Hrsg.),
    Changing Schools. Alternative ways to make a world of difference (pp. 27-38).
    New York: Routledge."
author:
- first_name: Harry
  full_name: Kullmann, Harry
  id: '77972'
  last_name: Kullmann
  orcid: 0000-0001-5488-5105
- first_name: Birgit
  full_name: Lütje-Klose, Birgit
  last_name: Lütje-Klose
- first_name: Sabine
  full_name: Geist, Sabine
  last_name: Geist
citation:
  ama: 'Kullmann H, Lütje-Klose B, Geist S. The linkage between social participation
    and other factors of school-related well-being – Findings from an inclusive experimental
    school in Germany. In: ; 2016.'
  apa: Kullmann, H., Lütje-Klose, B., &#38; Geist, S. (2016). <i>The linkage between
    social participation and other factors of school-related well-being – Findings
    from an inclusive experimental school in Germany</i>. 23. European Conference
    on Educational Research (ECER), Dublin, Irland.
  bibtex: '@inproceedings{Kullmann_Lütje-Klose_Geist_2016, title={The linkage between
    social participation and other factors of school-related well-being – Findings
    from an inclusive experimental school in Germany}, author={Kullmann, Harry and
    Lütje-Klose, Birgit and Geist, Sabine}, year={2016} }'
  chicago: Kullmann, Harry, Birgit Lütje-Klose, and Sabine Geist. “The Linkage between
    Social Participation and Other Factors of School-Related Well-Being – Findings
    from an Inclusive Experimental School in Germany,” 2016.
  ieee: H. Kullmann, B. Lütje-Klose, and S. Geist, “The linkage between social participation
    and other factors of school-related well-being – Findings from an inclusive experimental
    school in Germany,” presented at the 23. European Conference on Educational Research
    (ECER), Dublin, Irland, 2016.
  mla: Kullmann, Harry, et al. <i>The Linkage between Social Participation and Other
    Factors of School-Related Well-Being – Findings from an Inclusive Experimental
    School in Germany</i>. 2016.
  short: 'H. Kullmann, B. Lütje-Klose, S. Geist, in: 2016.'
conference:
  end_date: 2016-08-26
  location: Dublin, Irland
  name: 23. European Conference on Educational Research (ECER)
  start_date: 2016-08-26
date_created: 2026-09-07T14:30:55Z
date_updated: 2026-09-07T14:43:59Z
language:
- iso: eng
quality_controlled: '1'
status: public
title: The linkage between social participation and other factors of school-related
  well-being – Findings from an inclusive experimental school in Germany
type: conference
user_id: '105186'
year: '2016'
...