Social inequalities in students’ resilience and school well-being in Germany: a multilevel analysis
Abstract
Background: There is growing evidence that students’ well-being and resilience have declined in recent years in Germany and other countries, with multiple social inequalities observed in both domains.
Objectives: To what extent are specific social determinants associated with students’ resilience and school-related well-being?
Methods: The data are based on a non-representative survey of students in grades 3 to 13 (N = 1,200), conducted during the 2024/25 school year across 36 primary and secondary schools in Lower Saxony and North Rhine-Westphalia, Germany. Additional data on social deprivation, municipality-level population size, and school type were merged from official statistics. Three-level multilevel analyses (L1: student, L2: school, L3: municipality) with random intercepts were performed.
Results: The following factors were associated with school well-being and resilience, respectively: grade level (ns / ns), female students (B = 0.187, p < .001 / ns) and non-binary students (ns / ns), high socioeconomic status (B = 0.044, p = .002 / B = 0.025, p = .03), single-parent family (B = -0.200, p = .003 / B = -0.140, p = .01), stepfamily (B = -0.184, p = .05 / ns), other family form (ns / B = 0.473, p = .02), siblings in the household (ns / ns), one-sided migration background (B = -0.144, p = .01 / ns), two-sided migration background (ns / ns), language spoken at home (ns / ns), population size (ns / ns), social deprivation (ns / ns), as well as primary school (B = 0.545, p < .001 / B = 0.611, p < .001), Gymnasium (university-preparatory secondary school; ns / ns), and comprehensive school (ns / ns).
Discussion: The findings indicate multiple social inequalities in both school well-being and resilience, particularly among students with low socioeconomic status, a one-sided migration background, and those from single-parent or stepfamilies. Study limitations are discussed.
Key messages: • Students from socioeconomically disadvantaged, migrant, and non-traditional family backgrounds show lower levels of well-being and resilience.
• Measures to promote well-being and resilience should address social inequalities at the individual level and consider school-related contextual factors.
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BibTeX
@article{unlureske2026social,
title = {{Social inequalities in students’ resilience and school well-being in Germany: a multilevel analysis}},
author = {S Ünlü-Reske and R Brender and A Brager and C Meyer and U Walter and D Röding},
journal = {The European Journal of Public Health},
year = {2026},
month = oct,
doi = {10.1093/eurpub/ckag169.2033},
url = {https://doi.org/10.1093/eurpub/ckag169.2033},
note = {CC BY-NC 4.0},
}
RIS
TY - JOUR
TI - Social inequalities in students’ resilience and school well-being in Germany: a multilevel analysis
AU - S Ünlü-Reske
AU - R Brender
AU - A Brager
AU - C Meyer
AU - U Walter
AU - D Röding
PY - 2026
DA - 2026/10/01
JO - The European Journal of Public Health
DO - 10.1093/eurpub/ckag169.2033
UR - https://doi.org/10.1093/eurpub/ckag169.2033
AB - Background: There is growing evidence that students’ well-being and resilience have declined in recent years in Germany and other countries, with multiple social inequalities observed in both domains. Objectives: To what extent are specific social determinants associated with students’ resilience and school-related well-being? Methods: The data are based on a non-representative survey of students in grades 3 to 13 (N = 1,200), conducted during the 2024/25 school year across 36 primary and secondary schools in Lower Saxony and North Rhine-Westphalia, Germany. Additional data on social deprivation, municipality-level population size, and school type were merged from official statistics. Three-level multilevel analyses (L1: student, L2: school, L3: municipality) with random intercepts were performed. Results: The following factors were associated with school well-being and resilience, respectively: grade level (ns / ns), female students (B = 0.187, p < .001 / ns) and non-binary students (ns / ns), high socioeconomic status (B = 0.044, p = .002 / B = 0.025, p = .03), single-parent family (B = -0.200, p = .003 / B = -0.140, p = .01), stepfamily (B = -0.184, p = .05 / ns), other family form (ns / B = 0.473, p = .02), siblings in the household (ns / ns), one-sided migration background (B = -0.144, p = .01 / ns), two-sided migration background (ns / ns), language spoken at home (ns / ns), population size (ns / ns), social deprivation (ns / ns), as well as primary school (B = 0.545, p < .001 / B = 0.611, p < .001), Gymnasium (university-preparatory secondary school; ns / ns), and comprehensive school (ns / ns). Discussion: The findings indicate multiple social inequalities in both school well-being and resilience, particularly among students with low socioeconomic status, a one-sided migration background, and those from single-parent or stepfamilies. Study limitations are discussed. Key messages: • Students from socioeconomically disadvantaged, migrant, and non-traditional family backgrounds show lower levels of well-being and resilience. • Measures to promote well-being and resilience should address social inequalities at the individual level and consider school-related contextual factors.
SN - 1101-1262
SN - 1464-360X
ER -