title: [School well-being of students with and without special educational needs--a comparison of students in inclusive and regular classes].
abstract: OBJECTIVE
  The present study examines the academic well-being of students with and without special educational needs (SEN) in inclusive classes compared to students from regular classes in which no child with SEN is taught. In addition, the relationships between the school well-being and emotional problems, conduct problems, hyperactivity/inattention, peer relationship problems and prosocial behavior are analyzed.
  
  
  METHODS
  A total of 1115 students from the 4th and 7th grade (37 % 4th graders, 63 % 7th graders) participated in the survey, 126 of whom had been diagnosed as having SEN. The subscale Well-Being at School taken from the FEESS 3–4 (Rauer & Schuck, 2004) and the SDQ (Goodman, 1997) were used for measurement.
  
  
  RESULTS
  Results indicate high reliabilities for the subscale Well-Being in School for students both with and without SEN for both grades 4 and 7. Furthermore, it could be shown that the variance explained for school well-being can be connected to elements on the students’ individual level as well as on the class-specific level. Significant predictors of school well-being were sex, behavioral difficulties and strengths as well as the school grade. The SEN status (no SEN vs. SEN) and the class setting (regular vs. inclusive class) did not influence the school well-being significantly.
authors.affiliation: 1 Fakultät für Erziehungswissenschaft, Universität Bielefeld.
authors.forename: Susanne
authors.initials: S
authors.lastname: Schwab
authors.forename: Peter
authors.initials: P
authors.lastname: Rossmann
authors.forename: Norbert
authors.initials: N
authors.lastname: Tanzer
authors.forename: Joachim
authors.initials: J
authors.lastname: Hagn
authors.forename: Sabrina
authors.initials: S
authors.lastname: Oitzinger
authors.forename: Verena
authors.initials: V
authors.lastname: Thurner
authors.forename: Tanja
authors.initials: T
authors.lastname: Wimberger
mesh_terms: D000124:Achievement; D000223:Adaptation, Psychological; D000293:Adolescent; D000342:Affective Symptoms / Q000523:psychology* / Q000534:rehabilitation*; D001289:Attention Deficit Disorder with Hyperactivity / Q000523:psychology* / Q000534:rehabilitation*; D001317:Austria; D002648:Child; D019955:Conduct Disorder / Q000523:psychology* / Q000534:rehabilitation*; D004519:Education, Special; D005260:Female; D006301:Health Services Needs and Demand; D006801:Humans; D008282:Mainstreaming, Education; D008297:Male; D010379:Peer Group; D011788:Quality of Life / Q000523:psychology*; D012737:Sex Factors; D012917:Social Adjustment; D058992:Social Participation
keywords: Inklusion; Störungen des Sozialverhaltens; inclusion; school well-being; schulisches Wohlbefinden; sonderpädagogischer Förderbedarf; special educational needs; strengths and difficulties