Grades 4-5: Education

Note:
For more information on the indicators below, please communicate with EECD.Correspondence@gnb.ca at the Department of Education and Early Childhood Development.

Table

	Province New Brunswick

School
Autonomy
I can work at my own pace %	n/a
The teachers/adults listen to my ideas and opinions %	n/a
I feel free to express myself at school %	n/a
I can succeed in my schoolwork %	n/a
I have a choice about when and how to do my schoolwork % \| 2025-2026	33.0
I can be myself at school %	n/a
Relatedness
My teachers like me and care about me %	n/a
I have at least one adult in school to go to for help %	n/a
I like to spend time with my teachers % \| 2025-2026	48.7
Resilience
I feel I belong at my school %	n/a
Relevance
I learned at least one thing that made me want to know more (past two weeks) %	n/a
Things I learned at school are important to my future %	n/a
I am learning things at school that I can use outside of school %	n/a
Competence
Schoolwork is too hard %	n/a
Schoolwork is just right %	n/a
Schoolwork is too easy %	n/a
I feel I do things well at school % \| 2025-2026	53.6
Teaching and learning, past two weeks
The teacher checked to make sure I understood %	n/a
I worked with a partner or in a small group %	n/a
I could have learned just as well by reading or looking it up %	n/a
I found it hard to pay attention because of class disruptions %	n/a
I was expected to work hard %	n/a
Teacher let me show what I learned in different ways %	n/a
I understood what was taught %	n/a
Learning environment, past two weeks
Teacher gave me a chance to explain my thinking %	n/a
Got feedback from the teacher that helped improve my work %	n/a
Language and culture
English program %	n/a
French Immersion Program %	n/a
Bullying
Experienced bullying at school in the last two months
Physical attacks %	n/a
Verbal attacks %	n/a
Online bullying %	n/a
Exclusion %	n/a
Someone stole from them or damaged their things %	n/a
Someone made mean comments about their race, religion or personal features %	n/a
Stays away from locations because of bullying
Classrooms (including library and computer rooms) %	n/a
Hallways %	n/a
Gym %	n/a
Change rooms or locker rooms %	n/a
Washrooms %	n/a
Lunchroom or cafeteria %	n/a
Outside on school property (e.g., playground, parking lot) %	n/a
Bus %	n/a
Safety
I did not want to go to school because I was afraid someone would physically hurt me %	n/a
I did not want to go to school because I was afraid other students would be mean to me %	n/a

n/a = Not applicable / not available

S = Data suppressed due to confidentiality requirements and/or small sample size

About this Table

Content and description

This table presents data collected from students in grades 4 to 5 through the New Brunswick Student Wellness and Education Survey (SWES). It contains self-reported information regarding the social and emotional development of New Brunswick students in grades 4 to 5. It contains self-reported information about their perceptions of themselves, and their experiences with school. Topics include autonomy, engagement, learning environment, culture, and bullying.

The questionnaire previously comprised modules, which means that certain questions were asked every other cycle.

Why it is important

The results from the Student Wellness and Education Survey allows the NBHC to inform citizens, schools, districts, and decision-makers about the wellness and education of students in our province. This information can be used to make future improvements to student’s wellness and education in the province.

Availability of the data

The information in this data table is available by school district and school sector. More information is available on our Student Wellness and Education Survey page.

Note about demographic groups

In 2023, the NBHC undertook a review of the demographic questions in its surveys to more accurately report on the experience of citizens who identify with particular groups. As such, starting in 2024, all demographic groups (characteristics) have been adjusted to reflect this change. Data tables and indicator pages were adjusted to allow for trending where applicable.