Subjective Well-Being and Schools in South Africa: A Post-COVID-19 Analysis.

From the analysis of the Wave 5 National Income Dynamics Study - Coronavirus Rapid Mobile Survey 2021 dataset, the study conducted in South Africa, we developed a model of analysis based on three dimensions, namely, subjective well-being, material living conditions, and importance attributed to education during the COVID-19 pandemic. A cross-sectional analysis of the data for Gauteng area indicates that the dimension of subjective well-being of families in South Africa-even in relation to the factors such as conditions of deprivation (e.g., hunger)-does not necessarily influence the importance the respondents attach to their children's education, this as reflected in whether or not they send them to school when COVID-19 restrictions allowed for schools to come back to face-to-face teaching. Subjective well-being of parents and guardians is, however, a predictor of concern about their children's education and future. Our working hypothesis is that, although there is little evidence that subjective well-being has a significant association with the respondents' willingness for their children to continue their schooling, there is a significant indirect effect of subjective well-being-which is especially determined by the gender as well as of the living material conditions-and the greater or lesser importance that the respondents attribute to their children's education. Likewise, and in more general terms, subjective well-being is clearly related to gender, with women having the lowest levels of subjective well-being.