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Using quantitative analysis of the SEA-PLM 2019 database, the report examines how children’s attitudes and values relate to well-being domains and learning in six countries. Higher reading, writing and mathematics link to supportive home environments, positive school feelings, physical activity opportunities, and WASH access, while lower scores link to school violence, learning-hindering work, and inadequate nutrition. Findings also highlight children’s strong environmental concern and its link with learning performance.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/what-does-sea-plm-2019-tell-us-about-child-well-being-and-learning-in-six-southeast-asian-countries/587596/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/what-does-sea-plm-2019-tell-us-about-child-well-being-and-learning-in-six-southeast-asian-countries/587596.png","ImageObject",300,407,{"name":92,"@type":93},"นรินทร์","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of SEA-PLM 2019 in relation to children’s learning?","Question",{"text":112,"@type":113},"The report examines the relationship between children’s well-being and academic learning across six Southeast Asian countries, using SEA-PLM 2019 data to connect attitudes and values with learning outcomes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which factors are associated with higher reading, writing, and mathematics scores?",{"text":117,"@type":113},"Higher scores are associated with supportive home environments (including parental engagement and books at home), positive feelings and attitudes toward school, opportunities for physical activity in the community, and access to adequate water, sanitation and hygiene (WASH) facilities.",{"name":119,"@type":110,"acceptedAnswer":120},"What factors are associated with lower reading, writing, and mathematics scores?",{"text":121,"@type":113},"Lower scores are linked to exposure to violence at school, involvement in work-related activities that hinder learning (such as farm work and commercial activities), and lack of adequate nutrition.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},587596,1792338420,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336475104957,"https://ap-avatar.wpscdn.com/avatar/22000c4c6bd8a5076e1?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787554080175789136","What does SEA-PLM  2019 tell us about child well-being and learning in six Southeast Asian countries?  \nPlease source this publication as follows: UNICEF. (2022) . What does SEA-PLM 2019 tell us about child well-being and learning in six Southeast Asian countries? United Nations Children’s Fund (UNICEF) East Asia and Pacific Regional Office (EAPRO) and UNICEF Office of Research – Innocenti.  \nDeveloped by the United Nations Children’s Fund (UNICEF) Office of Research-Innocenti and published by UNICEF East Asia and Pacific Regional Office (EAPRO) as its contribution to the SEA-PLM Secretariat.  \nAuthorship: Ximena Játiva and Michelle Mills, UNICEF Office of Research-Innocenti  \nTechnical review: Mathieu Brossard, UNICEF Office of Research – Innocenti; Anindita Nugroho, UNICEF Office of Research – Innocenti; Antoine Marivin, UNICEF East Asia and Pacific Regional Office (EAPRO); Erin Tanner, UNICEF East Asia and Pacific Regional Office (EAPRO); Gwang-Chol Chang, UNESCO and Jonathan Bradshaw, University of York  \nEditor: Kate Manton  \nDesign: Parppim Pimmaratana, Sirinya Boonsit  \nCover photograph: ©UNICEF/UN061804/Brown  \nWhat does SEA-PLM 2019 tell us about child well-being and learning in six Southeast Asian countries?  \nContents   \nSUMMARY  5  \nINTRODUCTION 7  \nAREA 1: MENTAL WELL-BEING AND LEARNING 11  \nHousehold environment 11  \nParental engagement 11  \nLearning resources at home 13  \nSocial environment at school 14  \nMaking friends and expressing opinions 14  \nFeelings, attitudes and safety 15  \nViolence at school 17  \nAREA 2: PHYSICAL WELL-BEING AND LEARNING21  \nChildren’s time use and activities 21  \nHousehold chores and responsibilities 21  \nSchool commutes and play 22  \nHealth and nutrition23  \nWASH in schools 23  \nNutrition 24  \nAREA 3: SOCIAL AND ENVIRONMENTAL CONTEXT 27  \nWorries about the environment 27  \nLearning about the environment 28  \nPOLICY IMPLICATIONS AND EXAMPLES OF PROMISING PRACTICES31  \nPolicy implications31  \nNational/system level 31  \nSchool level 32  \nPromising practices33  \nArea 1: Mental well-being and learning 33  \nArea 2: Physical well-being and learning 34  \nArea 3: Social and environmental context 35  \nFURTHER READING37  \nREFERENCES39  \nAPPENDICES43  \nAppendix 1: What is SEA-PLM?45  \nAppendix 2: Statistical tables – pooled sample of the six participating countries46 Appendix 3: Statistical tables – country level 52  \n 4 What does SEA-PLM 2019 tell us about child well-being and learning in six Southeast Asian countries?   \nSUMMARY  \nGovernments across Southeast Asia have an opportunity to reshape their approach to education so that children and adolescents are equipped with the necessary academic and socioemotional skills to live a rewarding life. The recent COVID-19 pandemic created an opportunity for governments and school systems to rethink how to approach children’s learning and to create policies for more resilient and inclusive societies. This paper contributes to the evidence base by providing deeper insight into children’s attitudes and values in well-being domains, and the relationship between children’s well-being and academic learning in the region.1 The study can inform policymakers and practitioners about the support that children and adolescents need to excel now and in the future, through quantitative analysis of the Southeast Asia Primary Learning Metrics (SEA-PLM) 2019 database, along with investigation of policy implications and promising practices.  \nKey findings and recommendations from this report are aligned with the conclusions of the SEA-PLM 2019 Main Regional Report (UNICEF & SEAMEO, 2020) . They include:  \n• Higher reading, writing and mathematics scores are associated with:  \no a home environment that fosters learning through higher levels of parental engagement and access to books at home  \no positive feelings and attitudes towards school – having a sense of belonging, making friends with ease, feeling safe and learning useful things at school  \no opportunities to eng","cbCaindpqnpcxzB1","https://ap.wps.com/l/cbCaindpqnpcxzB1","pdf",7475457,64,"English","# SUMMARY\n## Key findings and recommendations\n# INTRODUCTION\n## Link between well-being and learning outcomes\n# AREA 1: MENTAL WELL-BEING AND LEARNING\n## Household environment\n## Parental engagement\n## Learning resources at home\n## Social environment at school\n## Making friends and expressing opinions\n## Feelings, attitudes and safety\n## Violence at school\n# AREA 2: PHYSICAL WELL-BEING AND LEARNING\n## Children’s time use and activities\n## Household chores and responsibilities\n## School commutes and play\n## Health and nutrition\n## WASH in schools\n## Nutrition\n# AREA 3: SOCIAL AND ENVIRONMENTAL CONTEXT\n## Worries about the environment\n## Learning about the environment\n# POLICY IMPLICATIONS AND EXAMPLES OF PROMISING PRACTICES\n## Policy implications\n## Promising practices\n# FURTHER READING\n# REFERENCES\n# APPENDICES\n## Appendix 1: What is SEA-PLM?\n## Appendix 2: Statistical tables – pooled sample of the six participating countries\n## Appendix 3: Statistical tables – country level","[{\"question\":\"What is the main focus of SEA-PLM 2019 in relation to children’s learning?\",\"answer\":\"The report examines the relationship between children’s well-being and academic learning across six Southeast Asian countries, using SEA-PLM 2019 data to connect attitudes and values with learning outcomes.\"},{\"question\":\"Which factors are associated with higher reading, writing, and mathematics scores?\",\"answer\":\"Higher scores are associated with supportive home environments (including parental engagement and books at home), positive feelings and attitudes toward school, opportunities for physical activity in the community, and access to adequate water, sanitation and hygiene (WASH) facilities.\"},{\"question\":\"What factors are associated with lower reading, writing, and mathematics scores?\",\"answer\":\"Lower scores are linked to exposure to violence at school, involvement in work-related activities that hinder learning (such as farm work and commercial activities), and lack of adequate nutrition.\"}]","What does SEA-PLM 2019 tell us about child well-being and learning in six Southeast Asian countries? | PDF",1792062268,161]