The importance of transition for the well-being of school children - a qualitative multi-level longitudinal analysis

Initial supervisor
Prof. Dr Simone Kreher
Second supervisor
Prof. Dr Katharina Rathmann

The transition to secondary school is a critical life event for school children, which can be of importance for their well-being. The planned project makes it possible to: 1) Trace different trajectories during the transition from primary to secondary school of individual school children. 2) To generate insights, taking into account different perspectives of the persons involved in the transition, why the transition can be a critical event for the well-being of some school children and not for others. 3) The importance of peers, guardians and teachers for the wellbeing of school children during transition will be captured. 4) Normative conceptions of transition and its significance for the well-being of schoolchildren at the level of the school, the personal environment and the schoolchild. The empirical study focuses on a qualitative multi-level analysis. The dialogue-based interviews are analysed using the documentary method. Subsequently, a contrast is made between the individual orientations of the schoolchildren, the guardians and the institutional framework conditions. The aim is to create types at the level of the school children and the types of school. This serves to identify and systematise differences between schoolchildren with regard to the significance of the transition for the well-being of schoolchildren.

Monographs and edited volumes:

Helsper, W., Dreier, L., Gibson, A., Kotzyba, K. & Niemann, M. with the active participation of Bradler, F., Kleinfeld, O., Schmidt, R. & Waldbauer, T. (2018). Exclusive grammar schools and their students. Fitting relationships between institutional and individual student habitus. Springer, 385-396.

Vockert, T., Rathmann, K. & Jochmaring, J. (2018). Social inequalities in classroom climate and well-being: A comparison between mainstream and special schools. Hurrelmann, K.; Rathmann, K. (eds.): Performance and well-being at school. The challenge of inclusion, 317-336.

Journal article with peer review:

Rathmann, K., Vockert, T., Gebhardt, M., Bilz, L. & Hurrelmann, K. (2018). Subjective health and wellbeing of school-aged children with special educational needs: Differences between school types, integrative and separate school settings. Research in Developmental Disabilities 81, 134-142.

Rathmann, K., Vockert, T., Herke, M., Jochmaring, J., Hurrelmann, K. & Richter, M. (2018). Life satisfaction of pupils with and without special educational needs: Are there differences between the type of schooling? Discourse on Childhood and Youth Research 2, 129-144.

Rathmann, K., Loter, K. & Vockert, T. (2020). Critical Events throughout the Educational Career: The Effect of Grade Retention and Repetition on School-Aged Children's Well-Being. International Journal of Environmental Research and Public Health (IJERPH), 17(11), 4012.

Vockert, T., Rathmann, K. & Loter, K. (2019). Well-being of school children: Transitions and grade repetition as a critical event? Public Health Forum, 27(4), 252-255.

Vockert, T. & Rathmann, K. (2019). School Satisfaction and Classroom Climate from the Perspective of Students with and without Special Educational Needs Learning: A Comparison between the Type of Schooling. Journal of Sociology of Education and Socialisation (ZSE), 39(4), 400-424.

Vockert, T., Loter, K., Herke, M., Richter, M. & Rathmann, K. (2021). The effect of grade repetition as a critical life event on the well-being of schoolchildren: Results with longitudinal data from the National Educational Panel Study (NEPS). Prevention and health promotion. doi. org/10.1007/s11553-021-00907-z

Journal article without peer review:

Vockert, T. & Rathmann, K. (2020). How do schoolchildren with special educational needs feel in inclusive schools? SCHÜLER. Health, 64-65.

Further references:

ResearchGate: https: //www.researchgate.net/profile/Theres-Vockerthttps://www.researchgate.net/profile/Theres-Vockert

ORCID: https://orcid.org/0000-0003-1652-6085

https://www.hs-fulda.de/pflege-und-gesundheit/ueber-uns/mitarbeitende/details/person/theres-vockert-2317/contactBox

Niemann, M.; Kotzyba, K. & Vockert, T. (2018): "Exclusive grammar schools as places of privilege for the privileged?! A multi-level analytical-relational analysis of exclusive grammar schools and their students." At the congress "Complex Dynamics of Global and Local Developments" of the German Sociological Association (DGS), 24-28 September 2018 in Göttingen.

Rathmann, K.; Waldbauer, T.; Herke, M.; Jochmaring, J.; Hurrelmann, K. & Richter M. (2017): Safe space or safe space trap? The significance of the type of schooling for the self-reported health and life satisfaction of pupils with special educational needs. At the GEBF conference 2017 "Mastering social challenges through education", 13-15 March 2017 Heidelberg.

Vockert, T. (2018): "Transformation or reproduction? Exclusive educational orientations in a mother-daughter comparison". At the conference "Abbruch, Umbruch, Aufbruch? Lebensverläufe junger Menschen und Ungleichheit in Ausbildung, Studium und Beruf (LUASB)" Joint conference of the sections "Bildung und Erziehung" and "Jugendsoziologie" of the German Sociological Association, the "Forschungsinitiative Berufe und soziale Ungleichheit" (FiBus) and the Federal Institute for Professional Training (BIBB) 25 and 26 April 2018 Bonn.

Vockert, T. & Rathmann, K. (2019): "Well-being of pupils in Germany: Evidence & desiderata". At the congress "Measured? On the relationship between educational research, educational policy and educational practice" of the Austrian Society for Research and Development in Education (ÖFEB), 18-20 September 2019 in Linz/Austria.

Vockert, T. & Rathmann, K. (2020): The importance of transition for the well-being of school children. For the course of the Fulda University of Applied Sciences "Räume für Forschung" on 18 November 2020 digital.

E-mail address: theres.vockert(at)pg.hs-fulda.de

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