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This paper focuses on theoretical debates about child well-being and introduces the structural model of child well-being. The development of the model has its origins in the great diversity of concepts of well-being in the research field. The model is based on the definition of health by the World Health Organisation (WHO 1946), the bioecological theory of child development (Bronfenbrenner and Morris 1998), social support theory (Cobb 1976), and the socio-cultural approach to human development (Vygotsky 1962;Leont'ev 1978). The general frame of the model is founded on the new paradigm of childhood, especially the notion of the child as an active social actor. The model analyzes child well-being as a construct which is made up of dimensions of wellbeing at the individual level and framed by preconditions of well-being at both individual and societal levels. The dimensions of well-being are physical, mental, social, and material, while the frame of well-being consists of subjective action, a circle of care, the structures of society, and culture. The relationships between the different elements are also included in the model. The paper concludes with a discussion on the model as a whole.

Background: Working life today is characterized by acceleration and intensification due to social, and particularly technological, acceleration affecting the whole of society. These phenomena also affect working life by intensifying job demands, possibly imposing new job stressors on the workforce. At the same time workforce is aging, raising a question how older employees manage to cope with these work life changes. Methods: This study examined intensified job demands and their effects on occupational well-being from the age perspective utilizing Finnish survey data from upper white-collar workers (N = 2,200). Data was analyzed using multivariate analysis of covariance and hierarchical regression analyses. Results: The findings show that older employees experienced more work intensification and intensified knowledge-and skill-related learning demands, whereas younger employees experienced more intensified career-related planning and decision-making demands. Intensified job demands were related to occupational well-being (job burnout, work engagement), but were rarely age-specific. Conclusion: Aging does not necessarily mean higher intensified job demands, yet work intensification and intensified learning demands can be more common among older employees. However, more research is needed concerning the relationships between aging, intensified job demands and occupational well-being as empirical evidence is still scarce.

The aim of this longitudinal study among 9,223 students from 7 th to 9 th grade (age 13-16) was to assess whether immigration status and gender are associated with the level and change (slope) in school burnout among lower secondary school students in the Helsinki metropolitan area. 97% of the variation in school burnout was attributable to individual factors. Both the intercept (2.3, p < 0.001) and slope (0.5, p < 0.001) of school burnout were statistically significant. The slope showed increasing school burnout from grades 7 to 9. School burnout increased more in girls than in boys. Initially apparent higher school burnout among students who had immigrated to Finland within the last five years compared to Finnish native students was largely accounted for by sociodemographic and school-related factors. However, there was a persistent gender by immigration status difference in the fully adjusted model: recently (<5 years ago) immigrated boys experienced a larger increase in school burnout, especially due to increased cynicism, than recently immigrated girls.researchers have yet to investigate whether school burnout is a process that unfolds over the course of the lower secondary school years and what role immigrant status and gender play in burnout. In this longitudinal study, we evaluated school burnout among students in all the lower secondary schools in the Helsinki Metropolitan area. We aimed to: (a) identify trajectories of school burnout from the 7 th to 9 th grade during lower secondary school, (b) examine both the role of immigrant status, gender and their interaction and (c) the role of key school-related variables (students speaking a foreign language, school type, percentage of students with special needs, positive motivation from teachers and classroom atmosphere) in school burnout. We hoped to shed light on whether trajectories of school burnout differ by immigrant status, gender and educational context, or whether they might be a developmentally normative response to the norms, structures, values, and goals common to formal education settings. Most importantly, we wanted to clarify the extent to which school burnout is predicted by different types of individual and school-related variables among native and immigrant lower secondary school students.

Research on the associations between family and school social capital, school burnout and academic achievement in adolescence is scarce and the results are inconclusive. We examined if family and school social capital at the age of 13 predicts lower school burnout and better academic achievement when graduating at the age of 16. Using data from 4467 Finnish adolescents from 117 schools and 444 classes a three-level multilevel analysis was executed. School social capital, the positive and supportive relationships between students and teachers, predicted lower school burnout and better academic achievement among students. Classmates' family social capital had also significance for students' academic achievement. Our results suggest that building school social capital is an important aspect of school health and education policies and practices.