Hanne Luts M.Ed. (Hasselt University)

Dienstag, 20. Oktober 2026 | UNIPARK I Erzabt-Klotz-Straße 1 I 5020 Salzburg I SE 2.206 (2. Stock)

Die School of Education lädt zu einem Vortrag im Rahmen des Forschungskolloquiums der SoE (»School of Education Lectures«).

Abstract: Educational pacing, including grade retention and grade acceleration, has frequently been studied in educational research, yet findings regarding its effects remain inconsistent. Understanding its association with school well-being is particularly important during adolescence, a developmental period in which school well-being often declines. This study draws on data collected through Appwel, a validated digital school well-being instrument used both for research purposes and by secondary schools to monitor students’ school well-being and inform school-level practice and policy. Using Appwel data from 56,623 students in Flemish secondary education, this study examined associations between educational pacing and school well-being. School well-being was conceptualized as a multidimensional construct comprising a general factor and four dimensions: classroom climate and engagement, peer relationships, academic self-concept, and authenticity and support. Results showed that grade retention was consistently associated with less favorable school well-being, whereas grade acceleration showed predominantly neutral to positive associations. These findings highlight differential associations between educational pacing and students’ school well-being and suggest that socioemotional outcomes should complement academic indicators in educational pacing decision-making.

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