Student's gender and their well-being in the post-COVID classroom

<ns3:p>The mental well-being of students is understood as experiencing positive emotions (e.g. happiness and satisfaction), developing one's own potential, a sense of purpose in action, and satisfaction with social relationships. This issue has become particularly important after the COVID-19 pandemic, which - as studies show - has had a negative impact on the mental health of children and young people. The subject of this study is to determine the level of well-being of sixth-grade primary school students after returning to stationary education, with particular emphasis on gender differences in the assessment of school conditions, relationships in the classroom, and emotions accompanying education. Thus, the aim of this article was to examine in detail the level of mental well-being of sixth-grade primary school students after returning to stationary education after the COVID-19 pandemic, with particular emphasis on gender differences in emotions accompanying re-participation in school, assessment of educational conditions and quality of relationships in the classroom. Also, it aimed to identify factors that promote and threaten students' well-being, as well as to determine areas requiring support in the organization of stationary education. The research questions focused on students' well-being during educational activities, their perception of the organization of lessons, the quality of student-student and student-teacher relationships, as well as on classroom management strategies (including discipline and problem-solving). Analysis of the survey results allowed us to identify factors that promote or threaten students' well-being and to determine areas requiring support, as well as to indicate cases of high levels of satisfaction that can be a reference point for actions to strengthen the well-being of children and young people.</ns3:p>