This paper studies the relationship between friendship and its dimensions in relation to school well-being in childhood. In particular the concept of friendship is analyzed, key factors and dimensions as well as the importance of the development of children. At the same time, the relationship between these dimensions and the well-being of school-age children is studied.
The research study involved 184 children of public elementary schools from the greater Athens area. For data collection, the Mc Gill Friendship Assessment Scale was administered, as well as the Subjective School Wellness Scale (Mendelson & Aboud, 2014 ·Tian, Wang & Huebner, 2015). Demographic questions were also provided.
According to the research findings, children adopt a positive attitude towards building friendships and particularly emphasized the dimensions of friendships in terms of companionship, mutual aid, intimacy, self-affirmation, trust in cooperation and emotional safety. In addition, gender differences were found with boys experiencing lower feelings of self-affirmation, emotional safety and school well-being in comparison to the girls. Finally, according to the findings, it appeared that school well-being can be predicted by feelings of self-affirmation, emotional safety but also by the general grade of the students, their age and the education of their father.
The results of the present research can contribute to the development of appropriate social and emotional education programs in school, with the aim of enhancing school well-being and psychosocial adjustment of children.