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<p>In the context of cultural shifts, economic challenges, and evolving family structures in Algeria, very little has been done to examine children’s well-being in this world region. While acknowledging the nation’s efforts in child protection, this study delves into children’s discourse to report their experiences and perceptions of their well-being, aligning with the United Nations’ call for their active involvement in research.&#xa0;Using a child-centred approach, the study was conducted with 20 children, aged between 8 and 12, from three private schools and one public school in eastern Algeria. Focus groups were conducted using the draw and write technique along with the protocol suggested by the Children’s Understanding of Well-Being Study. This multinational study within which our research is embedded aims to document how children conceptualize their well-being in a comparative and global perspective.&#xa0;Algerian children expressed how cultural and religious traditions, emotional support from family, and their material possessions are important to their well-being. They also articulated a desire for freedom, a preference for non-violent teaching approaches, and a wish for a fairer world, reflecting their awareness of social equity and the impact of external factors on their well-being.&#xa0;The findings emphasize that children’s well-being in Algeria cannot be fully understood without considering the significant influence of religion, cultural identity, and the challenges they face in environments that limit their agency and development opportunities.</p>

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Protection, Freedom, and Eid: Algerian Children’s Voices on Their Well-Being

  • 期刊论文

  • 发表日期：

    2025年7月29日

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  • Naime Daoust-Zidane,
  • Habib Tiliouine,
  • Soumia Belazzoug

摘要

In the context of cultural shifts, economic challenges, and evolving family structures in Algeria, very little has been done to examine children’s well-being in this world region. While acknowledging the nation’s efforts in child protection, this study delves into children’s discourse to report their experiences and perceptions of their well-being, aligning with the United Nations’ call for their active involvement in research. Using a child-centred approach, the study was conducted with 20 children, aged between 8 and 12, from three private schools and one public school in eastern Algeria. Focus groups were conducted using the draw and write technique along with the protocol suggested by the Children’s Understanding of Well-Being Study. This multinational study within which our research is embedded aims to document how children conceptualize their well-being in a comparative and global perspective. Algerian children expressed how cultural and religious traditions, emotional support from family, and their material possessions are important to their well-being. They also articulated a desire for freedom, a preference for non-violent teaching approaches, and a wish for a fairer world, reflecting their awareness of social equity and the impact of external factors on their well-being. The findings emphasize that children’s well-being in Algeria cannot be fully understood without considering the significant influence of religion, cultural identity, and the challenges they face in environments that limit their agency and development opportunities.