Pathways from Polyvictimization to Offline and Online Sexual Harassment Victimization Among South Korean Adolescents.

This study aimed to investigate the association between polyvictimization and offline and online sexual harassment and whether the association might be mediated by internalizing problems, low school satisfaction, and dropping out of school. The analytic sample was derived from the Children and Youth Rights Survey in South Korea. It consisted of 6353 adolescents' responses to the sexual harassment question and a set of other questions in the middle and high school questionnaires. The findings showed a direct association between polyvictimization and offline and online sexual harassment. Adolescents who were polyvictimized were more likely to be victims of both forms of sexual harassment. Furthermore, polyvictimization was positively related to dropping out of school, which was positively associated with offline sexual harassment. The findings from the study have significant implications for future research and practice.

The Development of School Satisfaction in Chinese Early Adolescents: The Contributions of Peer Liking and Academic Performance.

Research in Western countries has shown a general declining trend of school satisfaction over time among adolescents, yet it remains unclear how social and school factors predict the developmental pattern. Moreover, relative to their Western counterparts, adolescents in China tend to report lower levels of school satisfaction, but little is known about how it develops and the predictors of the development. To fill the gaps, this four-wave longitudinal study explored the developmental patterns of school satisfaction and the contributions of peer liking and academic performance. Six hundred and eighty-nine Chinese adolescents (Mage = 11.39, SDage = 0.53 at Time 1; 53.7% girls) participated in this study from Grade 6 to Grade 9 in 2017 to 2020. School satisfaction was measured each academic year using self-reports. Peer liking was assessed by classroom-based sociometric nominations, and information on academic performance was collected through school records in Grade 6. The conditional growth curve model results showed that peer liking and academic performance positively predicted the intercept of school satisfaction. School satisfaction decreased over time among students with low initial academic achievement, but increased in an exponential manner among students with high initial academic achievement. The results indicated that peer relationships and academic performance might play a role in affecting the level and the development of school satisfaction in the Chinese context.

Association between School Contexts and the Development of Subjective Well-Being during Adolescence: A Context-Sensitive Longitudinal Study of Life Satisfaction and School Satisfaction.

The transition to secondary school may negatively impact adolescents' psychosocial and subjective well-being development. However, how subjective well-being develops during secondary school and how school contextual factors, including aspects of ability grouping and achievement composition, are associated with the development of subjective well-being still require clarification. This study examined two measures of subjective well-being, life satisfaction and school satisfaction, to investigate the development of subjective well-being during secondary school. Moreover, school context variations in the form of school tracks and school-level achievement were analyzed to examine the extent to which ability grouping and achievement composition were associated with the development of subjective well-being. A large-scale longitudinal German dataset with four measurement points from grades 6 to 10 was analyzed (Time 1: N = 1,841; Mage = 12.20, SD = 0.81; 48.4% female; 45.3% immigrant students). The latent growth model revealed that life satisfaction and school satisfaction decreased statistically significantly during secondary school, yet school satisfaction showed a temporary increase between the end of primary school and right after the transition to secondary school. School tracks did not statistically significantly predict the magnitude of the decline in life satisfaction or school satisfaction. Only school-level achievement composition significantly negatively predicted the decline in life satisfaction, suggesting that students in schools with higher levels of achievement composition had a greater decrease in life satisfaction than their counterparts in schools with lower levels of achievement composition. Taken together, these findings contribute to the knowledge of how life and school satisfaction develop during secondary school and the long-term associations between subjective well-being and school context factors.

Adolescent screen time: associations with school stress and school satisfaction across 38 countries.

This study examined associations of watching television, electronic games, computer uses with school stress, and satisfaction among adolescents. Nationally representative data from 38 European and North American countries that participated in the 2014 Health Behaviour in School-aged Children (HBSC) survey were analysed. School stress and school satisfaction were each assessed using a 4-point self-reported item and then dichotomised. Participants reported discretional time spent on different screen-based activities. Of the 191,786 participants (age 13.6 [1.6] years; 51% girls), 35% reported high levels of school stress, while 30% reported high satisfaction with their school. Multilevel multivariable logistic regression modelling showed that adolescents reporting watching television > 4 h/day (≤ 1 h/day as reference) had 31% higher odds of school stress (OR 1.31; 95% CI: 1.27-1.35) and 36% less odds of school satisfaction (OR 0.64; 95% CI: 0.62-0.67). Prolonged electronic gaming (> 4 h/day) increased the odds of school stress by 26% (OR 1.26; 95% CI: 1.22-1.30) and decreased the odds of school satisfaction by 37% (OR 0.63; 95% CI: 0.61-0.65). Adolescents with prolonged computer use had 46% higher odds of school stress (OR 1.46; 95% CI: 1.42-1.50) and 39% lower odds of school satisfaction (OR 0.61; 95% CI: 0.59-0.63). Association estimates were more evident among younger adolescents than their older counterparts with no apparent gender differences. CONCLUSION: Prolonged screen use, irrespective of type, was positively associated with school stress and inversely associated with school satisfaction with high computer use showing the highest adverse associations. Prospective research is needed to understand directionality and mechanisms of these relationships. WHAT IS KNOWN: • Screen-based activities are adversely associated with various health and wellbeing indicators in adolescents.. • The relation between screen time and school-related outcomes is yet to understand fully. WHAT IS NEW: • Prolonged screen time is associated with increased school stress and decreased school satisfaction in adolescents. • Computer use showed higher adverse associations than watching television or playing electronic games.

School satisfaction in parents of children with severe developmental disabilities.

BACKGROUND: Previous research suggests parents' level of satisfaction with their child's school experience is highly variable. The present author explored school satisfaction in a Canadian sample of parents of children with severe and often complex developmental disabilities. METHOD: Parents of 185 children completed questionnaires regarding their satisfaction with nine aspects of their child's school experience. Satisfaction was examined in relation to child's age, diagnosis of Autism, adaptive level, and maladaptive behaviour; parents' mental health difficulties and perception of caring burden; and the child's classroom type and level of clinical services at school. RESULTS: School satisfaction was unrelated to parents' mental health or burden scores, was related to child's adaptive and maladaptive behaviour, as well as type of classroom placement. CONCLUSIONS: It is important to understand what aspects of the school experience are influential for different children and families so that their experience can be optimized as far as possible.

Gender differences in symptoms of depression among adolescents in Eastern Norway: Results from a cross-sectional study.

AIM: The aim of this study was to compare and describe gender differences and the associations between symptoms of depression and family conflict and economics, lifestyle habits, school satisfaction and the use of health-care services among adolescents. METHODS: Data were retrieved from Ungdata which is a cross-sectional study. Adolescents ( n=8052) from secondary school grades 8, 9 and 10 (age 13-16 years) participated in the study from 41 municipal schools in four counties. RESULTS: Girls reported a higher prevalence of symptoms of depression than boys. Gender differences were seen on all items related to symptoms of depression, family conflict and economics, lifestyle habits, school satisfaction and health-care services. Multiple regressions showed that family conflicts and economics contributed to 19.2% of the variance in symptoms of depression in girls and 12.4% in boys. School satisfaction made a strong contribution: 21.5% in girls and 15.4% in boys. The total model explained 49% of the total variance in symptoms of depression in girls and 32.5% in boys. CONCLUSIONS: Gender demonstrated a pattern through a higher proportion of girls reporting symptoms of depression, family conflict and economics, lifestyle habits, school satisfaction and use of health-care services. Even though the adolescents reported symptoms of depression, few used the school health-care services and public health nurses. This indicates that they need a person-centered approach for symptoms of depression. The findings may have important implications for planning for adolescents in school health services.

How do Adolescents' Perceptions of Relationships with Teachers Change during Upper-Secondary School Years?

The student-teacher relationship has mostly been assumed to be static. This approach is limited in providing information on how relationships with teachers evolve over time, and how possible changes affect young people's adjustment. To address this gap in knowledge, the present study examined whether adolescents follow different trajectories in their perceptions of relationship with teachers and whether students on different trajectories differ from each other in their adjustment. The sample included 829 students residing in Sweden (Mage = 13.43, SD = 0.55, 51% girls). Three distinct teacher-relationship trajectories were identified. More than half (66%) of the adolescents (average-stable trajectory) reported an average level of positive relationships with teachers at grade 7, and did not change significantly over the three years. About 24% of the adolescents (high-increasing trajectory) reported a high level of fair and supportive teacher-relationships at T1, and continued to increase in their positive views from grade 7 to grade 9. Ten percent of the adolescents (average-declining trajectory) reported an average level of positive relationships with teachers at grade 7, but showed a decline in their positive views towards teachers over time. Relative to adolescents on an average-stable trajectory, adolescents on a high-increasing trajectory reported greater school satisfaction, higher achievement values, and lower failure anticipation. By contrast, adolescents in the average-declining group reported worsening school adjustment. No significant moderating effects of immigrant status and gender were found. These findings highlight the importance of the association between the continuous experience of supportive and fair teacher treatment and youth adjustment.

Trends in Perception of Psychosocial School Environment: HBSC Study 2002-2014 in the Czech Republic.

OBJECTIVE: School is a place where students spend most of their daytime hours. Previous studies indicate that the class climate significantly affects students in both positive and negative ways. The aim of our study is to describe the trends in the psychosocial school environment based on four surveyed years in the Czech Republic. METHODS: The trends in perception of school were assessed by the standardised self-reported HBSC questionnaire from data collected in 2002, 2006, 2010, and 2014. The overall sample included 8,530 girls and 8,087 boys. Data was analysed separately by gender and three age categories 11, 13, and 15 years. Trends were calculated using descriptive categories and percentages. To identify factors influencing school likeness we used binominal logistic regression. RESULTS: Results showed that school satisfaction declines with age both in boys and girls in each of four surveyed periods. Students who do not feel a high level of support from the teacher are more prone to negative perceptions of school. School duties in both genders were perceived to be greater and more stressful in 2014 than in 2002. CONCLUSIONS: Interventions to support the perception of psychosocial school environment via the educational system should, therefore, take the aforementioned variation into account.

Unfair teachers, unhappy students: longitudinal associations of perceived teacher relational unfairness with adolescent peer aggression and school satisfaction.

Introduction: Teacher relational unfairness is a significant risk factor for students' physical and mental well-being, especially during adolescence. However, school psychology research has not yet fully analyzed the links between teacher unfairness and important indicators of school experience and wellbeing, including peer aggression and school satisfaction. Even less evidence does exist with longitudinal, multilevel data. Methods: The present study tested the prospective relations between Fall perceived teacher unfairness and Spring reactive and proactive aggression, and school satisfaction. At T1, participants were 1,299 students (48.3% girls, mean age = 13.6 years, SD = 1.1) attending 67 classrooms in Italian public schools, whereas 1,227 students participated in the second wave 6 months later. Results: Multilevel regressions showed that, at the individual level, T1 perceived teacher unfairness positively predicted T2 reactive and proactive aggression, and negatively predicted school satisfaction. At the class-level, T1 class teacher unfairness explained between-class variability in T2 school satisfaction, but not variability in peer aggression. Discussion: The findings expand current knowledge about the role of teacher unfairness with the classroom and have implications for interventions at school.

Adolescent Social Anxiety, School Satisfaction, Family Emotional Support, and School Absenteeism: Findings from Young-HUNT3 and Norwegian National Education Data.

Background: Adolescents grappling with social anxiety may experience poor school satisfaction, resorting to school-related avoidance behaviors, exemplified by absenteeism, as a coping mechanism. Understanding the role of family support in alleviating the adverse effects of social anxiety on school satisfaction is imperative for fostering supportive educational settings. Although there is literature regarding how school satisfaction promotes positive adolescent outcomes, empirical knowledge on the interrelation between social anxiety, school satisfaction, and family emotional support is limited. This study investigates the association between social anxiety, family emotional support, school satisfaction, and school absenteeism within the theoretical framework of the stage-environment fit theory to offer insight into how family emotional support can moderate the influence of social anxiety on school-related outcomes. Methods: Utilizing a population-based sample of 1861 upper secondary school pupils from the Trøndelag Young Health study "Young-HUNT3 study", we employed an index of moderated mediation to examine the role of family emotional support in moderating the association between social anxiety and school-related avoidance behavior related to school satisfaction. Results: Family emotional support had moderated mediation association for school absenteeism (ß = 0.128, 95% CI 0.019, 0.278) and extracurricular activity (ß = -0.003, 95% CI -0.008, -0.000). Conclusions: This urges further investigation into the specific mechanisms and individual differences influencing these relationships, aiming to deepen our understanding of adolescents' experiences and inform comprehensive strategies for promoting their well-being within school communities.

Self-Care Program as a Tool for Alleviating Anxiety and Loneliness and Promoting Satisfaction With Life in High School Students and Staff: Randomized Survey Study.

BACKGROUND: The COVID-19 global pandemic has led to a marked increase in anxiety levels, significantly affecting the well-being of individuals worldwide. In response to this growing concern, interventions aimed at enhancing social-emotional skills and promoting mental health are more crucial than ever. OBJECTIVE: This global study aimed to examine the effectiveness of a self-care program on anxiety, loneliness, and satisfaction with life in high school students and staff in a randomized, waitlist control trial with baseline and postintervention assessments. METHODS: The 4-week web-based self-care program, offered by the Heartfulness Institute, is designed to develop social-emotional skills through stress management and self-observation. The web-based program was a positive intervention that offered support to the students and staff to build specific skills, such as reflection, observation, positivity, time management, and goal setting. In this study, the sample consisted of a total of 203 high school students and staff randomized into a control waitlisted group (students: n=57 and staff: n=45) and a Heartfulness group (students: n=57 and staff: n=44) from 3 schools. Both the groups completed web-based surveys at weeks 0, 4, and 8, assessing their anxiety, loneliness, and satisfaction with life scores using Generalized Anxiety Disorder-7 Scale (GAD-7 and Severity Measure for Generalized Anxiety Disorder-Child Age 11-17), Satisfaction With Life scale (SWLS) and Satisfaction With Life Scale-Child (SWLS-C), and the University of California, Los Angeles (UCLA) Loneliness Scale. Survey responses were each individually analyzed using repeated measures ANOVA. RESULTS: The study received institutional review board approval on February 3, 2022. Participant recruitment lasted from the approval date until March 30, 2022. The 4-week program for the Heartfulness group started on April 4, 2024. There was a significant 3-way interaction among time, group, and school showing a decrease in anxiety and loneliness scores and an increase in satisfaction-with-life scores (P<.05). In students in the Heartfulness group, there was strong evidence to suggest a significant mean difference in GAD-7, SWLS, and UCLA scores between week 0 and week 4 at all schools (P<.001). In staff in the Heartfulness group, there was strong evidence to suggest a significant mean difference in GAD-7, SWLS, and UCLA scores between week 0 and week 4 at all schools (P<.001). CONCLUSIONS: The pandemic brought severe educational and social changes that triggered a decline in mental health in schools. This study showed the effectiveness of noninvasive self-care tools used digitally to significantly decrease anxiety and loneliness scores and increase satisfaction of life scores in the participants. TRIAL REGISTRATION: ClinicalTrials.gov NCT05874232; https://clinicaltrials.gov/ct2/show/NCT05874232.

Analysis of Academic Psychological Variables, Physical Education, and Physical Activity Levels of Mexican Students.

Physical inactivity is a current worldwide, and especially Mexican adolescents. Therefore, this study has the following objectives: (i) to analyze the PA-LT pattern of Mexican adolescents; (ii) to analyze whether there are differences in emotional intelligence, basic psychological needs, academic motivation, self-esteem, and academic satisfaction according to the PA-LT pattern; (iii) to analyze the relationship between emotional intelligence, basic psychological needs, academic motivation, self-esteem, and academic satisfaction. A total of 748 secondary school students participated, of which 374 were girls (Mean age = 13.99; SD = 0.30) and 374 boys (Mean age = 14.02; SD = 0.33). The questionnaire comprised the following scales: IE, NPB-ESC, EMA, EA, and SIE. The main results obtained show that none of the girls stick to any active physical activity pattern during their spare time. In addition, physically active boys obtained better scores in emotional clarity, emotional repair, perception of academic competence, perception of social relationships, extrinsic motivation, intrinsic motivation, self-esteem, and satisfaction with school.

Self-efficacy in life skills and satisfaction among adolescents in school transitions.

Background: Life skills, according to the World Health Organization, can promote youth well-being through educational school programs. Among life skills, decision-making and problem-solving skills can help adolescents consciously choose their career path.The Italian school system, in fact, requires students, already at a young age (13-14 years old) to make important decisions about their future, like for example choosing the high school that they would like to attend. This study aims to analyze differences in decision-making, self-efficacy, and life satisfaction in a sample of adolescents in secondary school in Italy. It aims to analyze whether there are differences in those dimensions according to students' age, gender, regularity, and future choice intentions. Design and methods: Here we present a cross-sectional study involving 2104 students, balanced by gender, and attending upper secondary school in Italy. Participants completed Soresi and Nota's questionnaires on life satisfaction and Caprara's questionnaire on problem-solving self-efficacy. The data were processed using MANOVA. Results: Research results show significant differences in self-efficacy and school satisfaction in relation to the age at which school transition occurred. Specifically, incoming preadolescents (13-14 years old) scored lower than outgoing late adolescents (17-18 years old) in both decision-making self-efficacy and school satisfaction. Girls scored lower than boys in decision-making self-efficacy. Students who expressed the intention to drop out of school scored lowest on both the self-efficacy and perceived support satisfaction scales. Conclusions: The results highlight the importance of promoting the development of self-efficacy in life skills and school satisfaction to help students in school transitions.

Students' perspectives on their academic achievement during the Covid-19 pandemic: Learner autonomy, school satisfaction and adult support.

Distance education, used to contain the spread of Covid-19 in 2020, radically altered adolescents' learning experiences and affected their academic achievements. Based on a survey with adolescents aged 12-16 in Luxembourg, this study investigates the differences the 332 adolescents perceived in schoolwork when learning at school and from home during the pandemic in 2021, as well as predictors of their reported academic achievement. The findings show that the participants perceived their work as less interesting or useful and more difficult while learning from home and that the main predictors of their academic achievements were school achievements before the pandemic, school satisfaction, learner autonomy, and the ways that adults listen to them. Teacher and parent support played a subordinate role.

Teacher-student relationships and adolescents' school satisfaction: Behavioural engagement as a mechanism of change.

BACKGROUND: Teacher-student relationships have been linked to various aspects of students' school functioning, including social-emotional well-being in school, but the underlying mechanisms need more investigation. AIMS: In this study, we analysed longitudinal data to test if students' classroom behavioural engagement was a potential mechanism of change that explained how teacher-student relationships affect student school satisfaction. SAMPLE: We used an archival dataset with a sample of seventh graders (ages 11-14, Mage  = 12.7 year) in a middle school in the Southeastern United States. METHODS: Adolescents completed self-report surveys across three waves over the course of 18 months. RESULTS: Longitudinal structural equation modelling analyses revealed that teacher-student relationships were positively associated with positive classroom engagement behaviours and school satisfaction, respectively, at each time, and positive classroom behaviours at Time 2 fully mediated the longitudinal association between teacher-student relationships (Time 1) and school satisfaction (Time 3). CONCLUSIONS: Taken together, results suggested that fostering positive teacher-student relationships to increase students' positive classroom behaviours could be an effective pathway to promote students' satisfaction with school. The applications of the results in educators' and psychologists' work, such as consultation and trainings with teachers, are discussed.

Family Socioeconomic Status and Adolescent School Satisfaction: Does Schoolwork Support Affect This Association?

Background: The aim of this study is to explore the association of family socioeconomic status (SES) and internal and external schoolwork support with adolescents' school satisfaction and whether schoolwork support modifies these associations. Methods: Data come from the cross-sectional Health Behavior in School-aged Children study collected in 2018 from Slovak 15-year-olds (N = 1127; 52.7% boys). SES was measured by Family Affluence Scale (low; middle; high). School satisfaction was measured via school engagement and attitudes toward education. Schoolwork support was measured regarding two groups of sources inside and outside the family, separately. Logistic regression models were used to explore the associations of SES and schoolwork support with school satisfaction as well as the moderating effect of schoolwork support. Results: Adolescents with low SES were more likely to feel indifferent toward school and education (odds ratios/95%-confidence interval: 1.77/1.26-2.49), and similarly, adolescents who did not have schoolwork support inside or outside the family (1.38/1.02-1.87, and 1.50/1.01-2.22, respectively). Schoolwork support moderated the associations of SES with school satisfaction. Adolescents with low and middle SES without support inside or outside the family were more likely to feel indifferent than satisfied (2.72/1.21-6.10; 3.00/1.27-7.06; and 2.86/1.05-7.80; 6.04/1.72-21.24, respectively). Conclusion: Adolescents from low and middle SES without schoolwork support inside or outside the family are more likely to feel indifferent toward school and education.

School Satisfaction and Its Associations with Health and Behavioural Outcomes among 15-Years Old Adolescents.

Background: Health and behavioural outcomes of adolescents have been shown to be related to school pressure, demands or unfavourable relationships with classmates or teachers. These associations may relate to school satisfaction, but evidence on this is lacking. Therefore, our aim is to explore the associations of school satisfaction with hopelessness, health complaints, fighting and truancy. Methods: Data come from the cross-sectional Health Behaviour in School-aged Children study collected in 2018 from Slovak 15-year-old adolescents (N = 816; 50.9% boys). School satisfaction was measured by school engagement and attitudes towards education, grouped as: satisfied (both positive), inconsistent (one positive, one negative) and indifferent (both negative). Hopelessness, health complaints, fighting and truancy were measured using self-report questionnaires. Logistic regression models were used to explore the associations of school satisfaction with hopelessness, health complaints, fighting and truancy separately. Results: Indifferent adolescents were more likely to feel hopeless, to frequently experience two or more health complaints, to be involved in a fight and to skip school (odds ratios/95%-confidence interval: 2.57/1.49-4.45; 2.51/1.48-4.25; 1.92/1.02-3.60; and 2.34/1.25-4.40, respectively) than satisfied adolescents. Inconsistent adolescents were more likely to frequently experience two or more health complaints than satisfied adolescents (1.72/1.05-5.79). Conclusions: School satisfaction affects adolescents' health and social behaviour and may threaten their healthy development.

Relations between character strengths, school satisfaction, enjoyment of learning, academic self-efficacy, and school achievement: An examination of various aspects of positive schooling.

This study is embedded in the theoretical framework of the engine model of positive schooling. Accordingly, relations were investigated between students' endogenous input variables (i.e., character strengths), process variables (i.e., school satisfaction, enjoyment of learning, and academic self-efficacy), and school achievement as an outcome variable. A sample of 300 students (between 10 and 17 years of age) completed web-based self-report measures for all key variables. Specific character strengths (e.g., love of learning, zest, hope, perseverance, and perspective) were substantially positively related to school satisfaction, enjoyment of learning, academic self-efficacy, and/or school achievement. Exploratory mediation analyses supported the basic assumption that processes (i.e., school satisfaction, enjoyment of learning, and academic self-efficacy) mediate the relations between character strengths as input variables and school achievement as an outcome variable. The findings underline the benefit of studying inputs, processes, and outcomes simultaneously to better understand the interplay among relevant variables in the context of positive schooling.

The Role of Physical Activity and School Physical Education in Enhancing School Satisfaction and Life Satisfaction.

The aim of this study was to understand the role of school satisfaction on life satisfaction, according to gender, age, body mass index (BMI), and physical activity (PA) level. This was a cross-sectional descriptive study, carried out on 2823 adolescents (1396 boys and 1427 girls), aged between 12 and 16. A specific questionnaire to measure life satisfaction (Brief Multidimensional Student Life Satisfaction Scale (BMSLSS)), a questionnaire to measure satisfaction with school ("Life circumstances of Young people: School"), and the International Physical Activity Questionnaire (IPAQ) were used to analyze PA practice. Gender, age, and BMI were used as control variables. In general, the main results showed that school satisfaction had a clear role in life satisfaction. Similarly, the findings allowed us to conclude that the role of school satisfaction on life satisfaction was more evident in male school children, those who were older, or those who have a higher BMI. The regular practice of PA enhanced school satisfaction and its role on life satisfaction. Therefore, it is very important to assess the importance of school satisfaction as a determinant of quality of life and the adoption of healthy habits, recognizing the fundamental role of teachers in this regard.

School Satisfaction and Happiness in 10-Year-Old Children from Seven European Countries.

School satisfaction is conceptualized as a crucial factor influencing children´s happiness and consequent healthy functioning in multiple developmental areas. Research to date has mainly evaluated how contextual factors related to the interactions between the student, teachers and classmates influence children's happiness, not considering other important factors more related to their own student experiences. The aim of the present study was to examine the effect of school satisfaction on happiness in 10-year-old children from Europe. Children's global school satisfaction levels, as well as different separate indicators of school satisfaction (i.e., satisfaction with other children in class; school marks; school life experience as a student; things they have learned; and relationships with teachers) were considered. The study comprised a sample of 7.445 10-year-old children from seven European countries. First, correlation analysis showed that the overall school satisfaction measure, as well as its different indicators, had positive associations with happiness levels. Second, regression analyses confirmed the effect by indicators of global school satisfaction on happiness. The indicators with the strongest effects were the satisfaction with their life as a student and the satisfaction with other children in the class, while the smallest effects were found regarding the satisfaction with the relationships with teachers and the things learned. These results point out the need to consider personal and contextual indicators of school satisfaction in a program design to foster happiness in 10-year-old children.