Child well-being drivers

Time spent by parents on child care/supervision and on teaching, reading and playing (FAM_PTIM)

Children who report regularly "having fun" with family (FAM_FFUNA)

Children who participated in early literacy and numeracy activities with parents when young

– Children who often participated in early literacy and numeracy activities with parents when young (FAM_ELAPA)

– Children who rarely participated in early literacy and numeracy activities with parents when young (FAM_ELAPB)

Children who report eating family meals together every day (FAM_EFMT)

Children who report finding it easy and finding it difficult to talk to their parents

– Children who report finding it difficult to talk to their parents (FAM_TLKPB)

– Children who report finding it easy to talk to their parents (FAM_TLKPA)

– Children who report they can easily talk to their mother (FAM_TLKMO)

– Children who report they can easily talk to their father (FAM_TLKFA)

Children who report being satisfied with their relationship with their parents (FAM_SRLP)

Children who report feeling high and low support from their family

– Children who report feeling high overall support from their family (FAM_FSUPA)

– Children who report high relative levels of family support (FAM_FAMSA)

– Children who report feeling low overall support from their family (FAM_FSUPB)

– Children who report low relative levels of family support (FAM_FAMSB)

Children who report feeling cared for by their family (FAM_FCREA)

Children who report feeling listened to by their parents (FAM_LSTPA)

Children who report feeling like they participate in decision-making at home (FAM_PDMHA)

Children who report high and low satisfaction with the people they live with

– Children who report high satisfaction with the people they live with (FAM_SPLWA)

– Children who report low satisfaction with the people they live with (FAM_SPLWB)

Children who report they can easily talk to their siblings or other family members (excluding parents) (FAM_TLKOF)

Children who report difficulties sleeping (HBA_DSLP)

Children who report often feeling tired when arriving at school (HBA_OTIR)

Children who report daily exercise and rarely engaging in exercise

– Children who report doing the WHO-recommended daily exercise (HBA_DEXE)

– Children who report rarely engaging in exercise (HBA_REXE)

Children who report regular vigorous exercise outside school (HBA_VEXE)

Children who report regular teeth brushing (HBA_TBRS)

Children who report daily sweets and soft drink consumption (HBA_DSSD)

Children who report tobacco use

– Children who report lifetime tobacco use (HBA_LSMK)

– Children who report recent tobacco use (HBA_RSMK)

Children who report e-cigarette use

– Children who report lifetime e-cigarette use (HBA_LESMK)

– Children who report recent e-cigarette use (HBA_RESMK)

Children who report alcohol consumption

– Children who report lifetime alcohol consumption (HBA_LALC)

– Children who report recent alcohol consumption (HBA_RALC)

Children who report drunkenness

– Children who report lifetime drunkenness (HBA_LDNK)

– Children who report recent drunkenness (HBA_RDNK)

Children who report cannabis use

– Children who report lifetime cannabis use (HBA_LCBS)

– Children who report recent cannabis use (HBA_RCBS)

Children who report having ever had sexual intercourse (HBA_LHSI)

Children who report playing or spending time outside (SOC_PLYOA)

Children who report often having been involved in physical fighting (SOC_FGHT)

Children who believe that they have enough friends (SOC_FRNEA)

Children who report they can easily talk to their close friends (SOC_TLKFR)

Children who believe that their friends are nice to them (SOC_FRNNA)

Children who believe that their friends will support them if they have a problem (SOC_FRNSA)

Children who report feeling supported by their friends

– Children who report feeling high overall support from their friends (SOC_FRSUA)

– Children who report feeling low overall support from their friends (SOC_FRSUB)

Children who report high and low satisfaction with their friends

– Children who report high satisfaction with their friends (SOC_SFRNA)

– Children who report low satisfaction with their friends (SOC_SFRNB)

– Children who report being satisfied with the friends they have (SOC_SRLF)

Children who report high and low satisfaction with how they are listened to by adults

– Children who report high satisfaction with how they are listened to by adults (SOC_SLISA)

– Children who report low satisfaction with how they are listened to by adults  (SOC_SLISB)

Children who report high and low satisfaction with how they use their time

– Children who report high satisfaction with how they use their time (SOC_STMUA)

– Children who report low satisfaction with how they use their time  (SOC_STMUB)

Children participating in early childhood education and care, by age group

– 0- to 2-year-olds participating in early childhood education and care (LRN_ECECA)

– 3- to 5-year-olds participating in early childhood education and care (LRN_ECECB)

Children who report having recently skipped a whole day of school  (LRN_SKPD)

Children who report regularly being absent from school (LRN_SCAB)

Children who report having opportunities to participate in decision-making at school (LRN_SCDMA)

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

– Children who report high satisfaction with their life as a student (CDE_SSTUA)

– Children who report low satisfaction with their life as a student (CDE_SSTUB)

Children who do and do not like being in school

– Children who like being in school (LRN_LKSCA)

– Children who do not like being in school (LRN_LKSCB)

Children who express feeling that they do and do not belong at school

– Children who feel like they belong at school (LRN_TBELA)

– Children who report a high relative sense of belonging at school (LRN_PBELA)

– Children who do not feel like they belong at school (LRN_TBELB)

– Children who report a low relative sense of belonging at school (LRN_PBELB)

Children who report low relative support from their teachers (LRN_TSUPB)

Children who report a high and low relative quality of their relationships with teachers

– Children who report a high relative quality of their relationships with teachers (LRN_TRLA)

– Children who report a low relative quality of their relationships with teachers (LRN_TRLB)

Children who report being satisfied with their relationship with their teachers (LRN_STRL)

Children who report they can easily talk to their teachers (LRN_TLKT)

Children who do and do not believe that their teachers are fair to them

– Children who agree that their teachers are fair to them (LRN_TFRTA)

– Children who disagree a lot that their teachers are fair to them (LRN_TFRTB)

Children who report that they do and do not have friends at school

– Children who agree that they have friends at their school (LRN_FRSCA)

– Children who disagree a lot that they have friends at their school (LRN_FRSCB)

Children who report having bullied others at school (LRN_HBULO)

Children who report experiencing bullying by other students

– Children who report having been bullied at school in the past couple of months (HBSC) (LRN_HBULA)

– Children who report experiencing bullying by other students at least monthly (PIRLS) (LRN_HBULC)

– Children who report having been bullied at school at least weekly in the past couple of months (HBSC) (LRN_HBULB)

– Children who report experiencing bullying by other students at least weekly (LRN_HBULD)

Children who report feeling well-prepared for their future path after school (LRN_PRPF)

Children who expect to complete tertiary education (LRN_EXTE)

Children who expect a high-skill career (LRN_EXHS)

Children who are uncertain about their career expectations (LRN_EXUN)

Children whose parents expect them to complete tertiary education (LRN_PEXT)

Children who expect to do better and worse in society than their family

– Children who expect to do better than their family in society (LRN_EXPA)

– Children who expect to do worse than their family in society (LRN_EXPB)

Children who report regularly reading for enjoyment or to find out about things (LRN_PRFL)

Average time per week spent on digital devices by children (DIG_TOTW)

Children who report regular use of digital devices for leisure and learning

– Children who report using digital devices for leisure more than two hours per school day (DIG_LSWK)

– Children who report using digital devices for leisure more than two hours per weekend day (DIG_LSWE)

– Children who report using digital devices for learning outside of school more than two hours per week (DIG_LRNW)

Children who engage in various digital activities

– Children who report playing video games (DIG_DGME)

– Children who report browsing social networks (DIG_DSOC)

– Children who report browsing the Internet for fun (DIG_DBRW)

– Children who report looking for pratical information online (DIG_DINF)

– Children who report communicating and sharing digital content (DIG_SSCO)

– Children who report using digital devices to learn how to do something  (DIG_LRNO)

– Children who report creating or editing their own digital content (DIG_CRTC)

Children who report being bullied online

– Children who report having been a victim of cyber-bullying in the past couple of months (DIG_CYBUA)

– Children who report experiencing online bullying by other students at least monthly (DIG_OBULA)

– Children who report having been a victim of cyber-bullying at least weekly (DIG_CYBUB)

– Children who report experiencing online bullying by other students at least weekly (DIG_OBULB)

Children who report getting upset when they encountered content online that was inappropriate for their age (DIG_UCIA)

Children who report getting upset when they encountered discriminatory content online (DIG_UCDIS)

Children who report getting upset when their personal information was displayed online without their consent (DIG_UNCS)

Children who report getting upset when they received unkind messages online (DIG_UMSG)

Children who report playing video-games over three hours per day

– Children who report playing video-games for more than three hours on a typical week day (DIG_DGWD)

– Children who report playing video-games for more than three hours on a typical weekend day (DIG_DGWE)

Children who report browsing social media over three hours per day

– Children who report browsing social networks for more than three hours on a typical week day (DIG_DSWD)

– Children who report browsing social networks for more than three hours on a typical weekend day (DIG_DSWE)

Children who report frequent and intensive online communication (DIG_FIOC)

Children who report frequent and intensive online communication with friends they met online (DIG_ONLF)

Children who report using digital devices to talk to their friends every day (DIG_TXTD)

Children who report having cyber-bullied others (DIG_CYBO)

Children who report problematic social media use (DIG_SMPU)

Children who report feeling nervous/anxious without their digital devices (DIG_NWOD)

Children who report feeling pressured to be online in class (DIG_PRCL)

Children who report keeping their digital devices near them when at home (DIG_KDNR)

Children who report sharing made-up information on social networks (DIG_SHFI)

Children who report turning off notifications on their digital devices when they go to sleep (DIG_TNOS)

Children who report turning off notifications on their digital devices during class (DIG_NTFO)

Children who report being able to easily change the settings of apps and devices to protect their data and privacy (DIG_DCSE)

Children who report discussing the accuracy of online information (DIG_DAIF)

Children who report checking the accuracy of online information before sharing it (DIG_CASN)

Children who report comparing sources when searching for information online (DIG_CDSI)

Children living in relative income poverty (FHE_RIPR)

Low wealth and high debt rates in households with children

– Liquid wealth poverty rates in households with children (FHE_LWPR)

– Net wealth poverty rates in households with children (FHE_NWPR)

– Financial vulnerability rates in households with children (FHE_FNVR)

– Over-indebted rates in households with children (FHE_OIHR)

Children in households experiencing difficulties making ends meet (FHE_DMEM)

Children in households with no capacity to face unexpected expenses (FHE_DEXP)

Children in households experiencing arrears (FHE_DARS)

Children in households experiencing housing cost overburden (FHE_HCOV)

Children who report worrying about family finances

– Children who report regularly worrying about family finances (FHE_WFFIA)

– Children who report never worrying about family finances (FHE_WFFIB)

Children in working and in jobless households (FHE_HEMPA)

Children living with two, one or no parents (FHE_HLIVA)

Children who live with step-parents (FHE_HLSP)

Children living with parents with poor general health (FHE_PHTH)

Children living with parents who report strong limitations in activities due to health (FHE_PLIM)

Children in schools that do and do not report problems with school discipline

– Children in schools that report "moderate to severe" problems with school discipline (SCH_SDISA)

– Children in schools that report "hardly any" problems with school discipline (SCH_SDISB)

Children who report positive and negative relative school disciplinary climates

– Children who report a positive relative school disciplinary climate (SCH_SDICA)

– Children who report a negative relative school disciplinary climate (SCH_SDICB)

Children in schools with high relative staff shortages (SCH_SSSH)

Children in schools with high relative educational material shortages (SCH_SESH)

Children whose parents agree that their child's school promotes high academic standards (SCH_SPHSA)

Children whose parents agree that their child's school includes them in their child's education (SCH_SINCA)

Children whose parents agree that their child's school keeps them well informed on their child's education (SCH_SWINA)

Children who believe that there are enough places to play in their local area (CPE_EPPOA)

Children in households that report crime and violence in their local area (CPE_PCRM)

Children who report that they feel safe in their local area (CPE_FSLAA)

Children in households that report problems with noise (CPE_PNSE)

Children in households that report problems with pollution (CPE_PPOL)

Population exposure to fine particulate (PM2.5) concentrations exceeding WHO guidelines (CPE_EFPM)

Child morbidity from exposure to air pollution

– Disability-adjusted life years (DALYs) lost to Ambient Particulate Matter for children under age 15 (CPE_MAPM)

– Disability-adjusted life years (DALYs) lost to household air pollution for children under age 15 (CPE_MHAP)

Child morbidity from exposure to unsafe water and sanitation

– Disability-adjusted life years (DALYs) lost to unsafe water for children under age 15 (CPE_MUNW)

– Disability-adjusted life years (DALYs) lost to unsafe sanitation for children under age 15 (CPE_MUNS)

– Disability-adjusted life years (DALYs) lost due to no access to handwashing facilities, for children under age 15 (CPE_MHNW)

Children who report high and low satisfaction with the area where they live

– Children who report being satisfied with their neighborhood (CPE_SNBH)

– Children who report high satisfaction with the area where they live  (CPE_SLCAA)

– Children who report low satisfaction with the area where they live  (CPE_SLCAB)