Child well-being outcomes

Children experiencing food deprivation (MAT_FDEP)

Children who report not eating because of financial difficulties (MAT_NEAT)

Children who report often feeling hungry when arriving at school (MAT_HNGR)

Children experiencing clothing deprivation (MAT_CDEP)

Children experiencing housing overcrowding (MAT_OVCR)

Children in households without basic sanitation facilities (MAT_SANI)

Children in households experiencing poor housing conditions (MAT_HCON)

Children in households experiencing severe housing deprivation (MAT_HDEP)

Children who report high and low satisfaction with the home they live in

– Children who report high satisfaction with the home they live in (MAT_SHMEA)

– Children who report low satisfaction with the home they live in (MAT_SHMEB)

Children who report not having books for school work at home (MAT_BKSW)

Children who report not having a study desk at home (MAT_DSKH)

Children who report not having the money for school trips (MAT_MSCH)

Children who report having their own computer or tablet at home (MAT_CMTB)

Children who report not having a computer or tablet at home (MAT_COMP)

Children who report not having access to the Internet at home (TIMSS/PIRLS) (MAT_INTT)

Children who report not having an internet connection at home (PISA) (MAT_INTP)

Children who report having their own smartphone at home (MAT_PHON)

Children who report having their own smartphone (MAT_PSMP)

Children who report having three or more digital devices with screens at home (MAT_TOMD)

Children experiencing social activity deprivation (MAT_SDEP)

Children experiencing leisure activity deprivation (MAT_LDEP)

Children who report not having equipment for sports and hobbies (MAT_EQSH)

Children who report high and low satisfaction with their material belongings

– Children who report high satisfaction with their material belongings (MAT_SMATA)

– Children who report low satisfaction with their material belongings (MAT_SMATB)

– Children who report being satisfied with all the things they have (MAT_SMATC)

Children experiencing child-specific material deprivation (MAT_CSMD)

Neonatal preterm births (HTH_PRTB)

Low-weight birth rates (HTH_LWBR)

Infant mortality rates (HTH_INFM)

Children who are overweight or obese (HTH_OVWT)

Children who are underweight (HTH_UNWT)

Children's self-reported body image

– Children who report thinking their body is "about right" (HTH_BDIMA)

– Children who report thinking their body is "much too" thin or fat (HTH_BDIMB)

Children who report high and low satisfaction with the way they look

– Children who report high satisfaction with the way they look (HTH_SLOKA)

– Children who report low satisfaction with the way they look  (HTH_SLOKB)

Children and young people with communicable, maternal, neonatal, and/or nutritional diseases (CMNN) (HTH_CMNN) 

Children and young people with nutritional deficiencies (HTH_NUTD)

Children and young people with non-communicable diseases (HTH_NCDI)

Children and young people experiencing injuries (HTH_INJR)

Children and young people with oral disorders (HTH_ORLD)

Children and young people with sensory impairments

– Children and young people with blindness or vision impairment conditions (HTH_BVIS)

– Children and young people with hearing loss (HTH_HRLS)

Children living with limitations in activities due to health problems (HTH_LMAH)

Children with unmet health care needs

– Children with unmet needs for medical attention (HTH_UNMM)

– Children with unmet needs for dental attention (HTH_UNMD)

Children's self-rated health

– Children who rate their own health as "excellent" (HTH_SRHLA)

– Children who rate their own health as "fair" or "poor" (HTH_SRHLB)

Children who report high and low satisfaction with their health

– Children reporting high satisfaction with their health (HTH_SHTHA)

– Children reporting low satisfaction with their health (HTH_SHTHB)

Children who are top performers and low achievers on the OECD PISA assessments

– Children who are top performers in at least one of the three core PISA subjects  (CDE_PITO)

– Children who are top performers in all three core PISA subjects (CDE_PITA)

– Children who are low achievers in at least one of the three core PISA subjects (CDE_PILO)

– Children who are low achievers in all three core PISA subjects (CDE_PILA)

Children who are top performers and low achievers on the PIRLS reading assessment

– Children who are top performers on the PIRLS reading assessment (CDE_PRTA)

– Children who are low achievers on the PIRLS reading assessment (CDE_PRLA)

Children who are top performers and low achievers on the TIMSS mathematics and science assessments

– Children who are top performers in at least one of the two TIMSS assessment subjects  (CDE_TMTO)

– Children who are top performers in both of the two TIMSS assessment subjects  (CDE_TMTA)

– Children who are low achievers in at least one of the two TIMSS assessment subjects  (CDE_TMLO)

– Children who are low achievers in both of the two TIMSS assessment subjects  (CDE_TMLA)

Children who report being able to assess the quality of the information found online (CDE_AINF)

Children who are and are not able to easily search for information online

– Children who report being able to search for relevant information online (CDE_SINF)

– Children who agree that it is easy for them to find information on the internet (CDE_FINFA)

– Children who disagree a lot that it is easy for them to find information on the internet (CDE_FINFB)

Children who agree that they can tell if a website is trustworthy (CDE_WSTA)

Children with high and low relative knowledge of strategies for understanding and remembering

– Children with high relative knowledge of strategies for understanding and remembering (CDE_UNREA)

– Children with low relative knowledge of strategies for understanding and remembering (CDE_UNREB)

Children with high and low relative knowledge of strategies for summarising

– Children with high relative knowledge of strategies for summarising (CDE_SUMMA)

– Children with low relative knowledge of strategies for summarising (CDE_SUMMB)

Children with high and low relative knowledge of strategies for assessing credibility

– Children with high relative knowledge of strategies for assessing credibility (CDE_ASCRA)

– Children with low relative knowledge of strategies for assessing credibility (CDE_ASCRB)

Children who report having ever repeated a school grade (CDE_REPS)

Children and young people not in education, employment or training (NEET) (CDE_NEET)

Children who report high and low satisfaction with their learning

– Children who report being satisfied with what they learn at school (PISA) (CDE_PSLER)

– Children who report high satisfaction with the things they have learned in school (ISCWEB) (CDE_SLERA)

– Children who report low satisfaction with the things they have learned in school (ISCWEB) (CDE_SLERB)

Children who report feeling a lot of schoolwork pressure (CDE_SPRS)

Children who express high and low relative self-perceived competence in reading

– Children who express high relative self-perceived comptence in reading (CDE_CMPRA)

– Children who express low relative self-perceived comptence in reading (CDE_CMPRB)

Children who are and are not confident in reading

– Children who are very confident in reading (CDE_CONRA)

– Children who are not confident in reading (CDE_CONRB)

Children who are and are not confident in mathematics

– Children who are very confident in mathematics (CDE_CONMA)

– Children who are not confident in mathematics (CDE_CONMB)

Children who express high relative levels of mathematics anxiety (CDE_ANXM)

Children who are and are not confident in science

– Children who are very confident in science (CDE_CONSA)

– Children who are not confident in science (CDE_CONSB)

Children who report feeling safe at home (SEC_FSAFA)

Children who report feeling safe on their way to/back from school (SEC_SWSC)

Children who report feeling and not feeling safe at school

– Children who report feeling safe at school (PISA) (SEC_SASC)

– Children who agree that they feel safe at school (TIMSS/PRILS) (SEC_SASA)

– Children who disagree a lot that they feel safe at school (TIMSS/PRILS) (SEC_SASB)

Children who have negative perceptions of others

– Children who report being suspicious of others' intentions (SEC_SUSO)

– Children who think that others will try to harm them (SEC_TOWH)

Children who have positive perceptions of others

– Children who believe that most people are honest (SEC_MPHO)

– Children who believe that most people are kind (SEC_MPKD)

Children who report feeling lonely most of the time (SEC_LNLY)

Children who express self-efficacy and resilience

– Children who report finding a solution to a problem most of the time (SEC_SPBS)

– Children who report managing to do the things they decide to do (SEC_MANT)

Children who present high and low relative growth mindsets

– Children who present high relative levels of a growth mindset (SEC_GRMIA)

– Children who present low relative levels of a growth mindset (SEC_GRMIB)

Children who present high and low relative stress-resistance

– Children who present high relative stress-resistance (SEC_STRRA)

– Children who present low relative stress-resistance (SEC_STRRB)

Children who present high and low relative cooperation

– Children who present high relative levels of cooperation (SEC_COOPA)

– Children who present low relative levels of cooperation (SEC_COOPB)

Children who present high and low relative empathy

– Children who present high relative empathy (SEC_EMPTA)

– Children who present low relative empathy (SEC_EMPTB)

Children who present high and low relative emotional control

– Children who present high relative emotional control (SEC_EMCA)

– Children who present low relative emotional control (SEC_EMCB)

Children who present high and low relative curiosity

– Children who present high relative curiosity (SEC_CURA)

– Children who present low relative curiosity (SEC_CURB)

Children who present high and low relative perseverance

– Children who present high relative perseverance (SEC_PSVRA)

– Children who present low relative perseverance (SEC_PSVRB)

Children who report multiple subjective health complaints (SEC_MSHC)

Children and young people with mental disorders (SEC_DMEN)

Children and young people with depressive disorders (SEC_DDEP)

Children and young people with anxiety disorders (SEC_DANX)

Children and young people with conduct disorder (SEC_DCON)

Children and young people with attention-deficit/hyperactivity disorder (SEC_DADH)

Children and young people with developmental intellectual disabilities (ID) (SEC_DIID)

Children and young people with autism spectrum disorders (ASD) (SEC_DASD)

Children and young people with eating disorders (SEC_DETG)

Children and young people engaging in self-harm (SEC_DSFH)

Child and young person deaths from intentional self-harm (SEC_MSFH)

Children who report regularly feeling low (SEC_FLOW)

Children who report regularly feeling irritable (SEC_FIRR)

Children who report regularly feeling nervous (SEC_FNER)

Children who report high perceived stress (SEC_STRS)

Children who report poor mental well-being (SEC_WHOF)

Children who report high and low satisfaction with their life as a whole

– Children who report high satisfaction with their life as a whole (PISA) (SEC_PLFSA)

– Children who report high life satisfaction (HBSC) (SEC_HLFSA)

– Children who report low satisfaction with their life as a whole (PISA) (SEC_PLFSB)

– Children who report low life satisfaction (HBSC) (SEC_HLFSB)

Children who express a sense of meaning in life

– Children who agree that their life has clear meaning or purpose (SEC_MCMPA)

– Children who agree that they have a clear sense of what gives meaning to their life (SEC_MSMLA)