Die Klassenwiederholung als kritisches Lebensereignis für das Wohlbefinden von Schulkindern an weiterführenden Schulen? Längsschnittliche Ergebnisse mit den Daten des Nationalen Bildungspanels (NEPS)

Background: In Germany, almost one fifth of all school-aged children (18.1%) experience a grade repetition, which is often perceived as a critical event. The effect on well-being has been scarcely investigated so far. Objective: What role does grade retention and repetition play on the well-being of students enrolled in secondary education, differentiated based on school type as well as downward and upward mobility (i.e., transferring to a school where a lower or higher level of education can be attained)? Materials and methods: We use data of Starting Cohort 3 (SC3) – 5th grade and higher (waves 1 to 9, N = 3738 from 280 schools) of the National Education Panel (NEPS) and apply fixed effects regressions as method of analysis. Results: The results reveal short-term negative and middle and long-term positive effects of grade repetition on the well-being of students from all types of school, except for general schools. Also those students who transfer to a school with lower levels of educational attainment can be attained show a positive trajectory of well-being after grade repetition. Conclusions: This study indicates that when developing interventions to promote well-being of students who repeat a grade careful attention should be given to the different school types and potential downward or upward transfers.