To explore student's own perspectives on well-being, using an ecosystem analogy to capture the complexity of their lived experiences. Foregrounding student voices highlights how well-being is shaped by dynamic interactions between individuals, relationships, environments and institutional structures, challenging traditional linear and individualistic models of student well-being.
The study is based on educational ethnographic fieldwork in a Danish public school with 20 students aged 13–15, including two waves of participant observation and interviews.
A visual mapping activity, the Spiderweb, illustrates the complexity and permeability of a range of entangled factors, offering insight into the ecosystem of student well-being from student voices.
The article offers insights into students' perspectives and contributes to a growing body of research that challenges static, individualised conceptions of student well-being. It highlights the importance of recognising and valuing students' voices in educational research.
