Children’s satisfaction with school: A mixed-methods exploration of student perceptions and experiences

Prior research has shown that children’s satisfaction with school is connected to their well-being and achievement, yet children’s own explanations remain understudied. This mixed-methods study examined overall school satisfaction among Italian children, identified factors shaping positive and negative school experiences across gender and school levels, and amplified students’ voices by directly capturing their perspectives. Drawing on bioecological and developmental frameworks, the research assessed levels of school satisfaction, identified specific aspects that children appreciate and dislike, and investigated variations by gender and school level. A total of 584 primary and lower secondary school students responded to a set of vignette-based open-ended questions and completed a satisfaction thermometer scale. Quantitative analyses revealed positive perceptions of school, with female students and children in primary school reporting higher satisfaction. Qualitative content analyses of children’s narratives indicated that friendship, learning opportunities, enjoyable activities, and recess were significant sources of satisfaction, whereas school aversion, long hours, and peer conflicts were primary sources of dissatisfaction. These findings highlight the importance of relational and emotional factors in school satisfaction and underscore the role of inclusive, participatory educational practices. Practical implications for improving school climates, integrating social-emotional learning, and adopting age-appropriate, child-centered educational approaches are discussed.