How mothers perceive the well-being of their children attending a democratic school
This article explores the application of generic factors conducive to well-being and specific to schools in a Belgian democratic school. Observations were collected in semi structured interviews with six mothers. The research analyzed the school environment, parents’ involvement, and the development of the children’s psychosocial skills. Qualitative analysis brought to light a characteristic specific to Belgian democratic schools: active parental involvement. The research went on to examine educational practices such as shared governance, nonviolent communication and freedom of action, which, according to the literature, can be considered as conducive to well-being.