Table 1 Interpretation of Kidscreen52 Dimensions [16]

Physical wellbeing

Explores the level of the adolescent’s physical activity, energy, and fitness. Level of physical activity is examined with reference to the adolescent’s ability to get around the home and school, and to play or do physically demanding activities such as sports, since an adolescent’s impairment does also affect physical activity. The dimension also looks at the adolescent’s capacity for lively or energetic play. In addition, the extent to which an adolescent feels unwell and complains of poor health is examined.

Psychological wellbeing

Examines the psychological well-being of the adolescent including positive emotions and satisfaction with life. It specifically reveals the positive perceptions and emotions experienced by the individual. The questions look at how much an adolescent experiences positive feeling such as happiness, joy, and cheerfulness. It also reflects the person’s view of their satisfaction with life so far.

Moods and emotions

Covers how much the adolescent experiences depressive moods and emotions and stressful feelings. It specifically reveals feelings such as loneliness, sadness, sufficiency/insufficiency, and resignation. Furthermore, this dimension takes into account how distressing these feelings are perceived to be. This dimension shows a high score in QoL if these negative feelings are rare.

Self-perception

Explores the adolescent’s perception of self. It includes whether the appearance of the body is viewed positively or negatively. Body image is explored by questions concerning satisfaction with looks as well as with clothes and other personal accessories. The dimension examines how secure and satisfied the adolescent feels about him/herself as well as his/her appearance. This dimension is meant to reflect the value somebody assigns to him/herself and the perception of how positively others value him/her.

Autonomy

Looks at the opportunity given to an adolescent to create his/her social and leisure time. It examines the adolescent’s level of autonomy, seen as an important developmental issue for creating an individual identity. This refers to the adolescent’s freedom of choice, self-sufficiency, and independence. In particular, the extent to which the adolescent feels able to shape his/her own life as well as being able to make decisions about day-to-day activities is considered. The dimension also examines whether the adolescent feels sufficiently provided with opportunities to participate in social activities, particularly in leisure activities and pastimes.

Parent relations and home life

Examines the relationship between the parents and the atmosphere in the adolescent’s home. It explores the quality of the interaction between the adolescent and parent or carer, and the adolescent’s feelings toward parents/carers. Particular importance is attached to whether the adolescent feels loved and supported by the family, whether the atmosphere at home is comfortable or not and also if the adolescent feels treated fairly.

Social support and peers

Examines the nature of the adolescent’s relationships with other adolescents. Social relations with friends and peers are considered. The dimension explores the quality of the interaction between the adolescent and peers as well as their perceived support. The questions examine the extent to which the adolescent feels accepted and supported by friends and the adolescent’s ability to form and maintain friendships. In particular, aspects concerning communication with others are considered. It also explores the extent to which the person experiences positive group feelings and how much s/he feels part of a group and respected by peers and friends.

School environment

Explores an adolescent’s perception of his/her cognitive capacity, learning and concentration, and his/her feelings about school. It includes the

adolescent’s satisfaction with his/her ability and performance at school. General feelings about school, such as whether school is an enjoyable place to be, are also considered. In addition, the dimension explores the child’s view of the relationship with his/her teachers. For example, questions include whether the adolescent gets along well with his/her teachers and whether the teachers are perceived as being interested in the student as a person.

Social acceptance

Covers the aspect of feeling rejected by peers in school. It explores both the feeling of being rejected by others as well as the feeling of anxiety toward peers. We say a student is being bullied when another student or a group of students say or do nasty and unpleasant things to him or her. It is also bullying when a student is teased repeatedly in a way he or she does not like. But it is not bullying when two students of about the same strength quarrel or fight. This definition is fairly standard and has been used over a number of years in the HBSC studies. This dimension shows a high score in QoL if these negative feelings are rare.

Financial resources

The perceived quality of the financial resources of the adolescent is assessed. The dimension explores whether the adolescent feels that s/he has enough financial resources to allow him/her to live a lifestyle which is comparable to other adolescents and provides the opportunity to do things together with peers.