Indicators of children’s well-being from the perspective of pre-primary and primary school teachers: a qualitative exploration based on the EPOCH model

Well-being in childhood is a much-debated topic, although it remains relatively unexplored. Teachers increasingly play a role in promoting well-being, but studies on their conceptions of this are still limited. The aim of this study was to explore the indicators that pre-service and in-service teachers observe to assess the level of well-being of their students. Qualitative information was collected using a questionnaire with open-ended questions administered to a sample of 49 pre-service and 18 in-service teachers. A deductive qualitative analysis (DQA) was conducted through a two-phase process, involving an initial deductive phase guided by the EPOCH well-being model, followed by a second inductive phase aimed at identifying data-driven themes. The findings showed that teachers’ reported indicators of children’s well-being partially aligned with the EPOCH framework, particularly with the dimensions of Connectedness, Engagement, and Happiness. Perseverance and Optimism did not emerge as distinct categories in teachers’ spontaneous descriptions. In addition, several indicators not explicitly included in the EPOCH model emerged from the qualitative analysis (e.g. Communication and Emotional skills), highlighting the multifaceted ways in which teachers perceive and recognize children’s well-being in educational settings. The findings expand our knowledge on the subject and may inform the future development of tools for measuring children’s well-being in and outside of school.