‘How I feel About My School’: The construction and validation of a measure of wellbeing at school for primary school children

Abstract

There is a growing focus on child wellbeing and happiness in schools, but we lack self-report measures for very young children. Three samples (N = 2345) were combined to assess the psychometric properties of the How I Feel About My School (HIFAMS) questionnaire, which was designed for children aged 4-8 years. Test re-test reliability was moderate (intraclass correlation coefficient = 0.62). HIFAMS assessed a single concept and had moderate internal consistency (Cronbach’s alpha values from 0.62 to 0.67). There were low correlations between scores on the child-reported HIFAMS and parent- and teacher reports. Children at risk of exclusion had significantly lower HIFAMS scores than the community sample (mean difference = 2.4; 95% CI: 1.6 to 3.2; p < 0.001). Schools contributed only 4.5% of the variability in HIFAMS score; the remaining 95.5% reflecting pupil differences within schools. Girls’ scores were 0.37 units (95% CI: 0.16 to 0.57; p < 0.001) higher than boys, while year group and deprivation did not predict HIFAMS score. HIFAMS is a promising measure that demonstrates moderate reliability and discriminates between groups even among very young children.