Children from immigrant families are likely to see themselves as less popular, less happy and more anxious than children from Irish families, according to a new report.

Wellbeing and School Experiences among 9- and 13-Year-Olds also found children from immigrant families tend to be more self-critical of their academic abilities and their body image than children from Irish families.

In contrast, the Economic and Social Research Institute study says middle-class children are more confident about their behaviour, feel somewhat happier and are less anxious than their peers from working-class or non-employed households.

Children with a special educational need, especially emotional-behavioural or learning difficulties, are significantly more negative about themselves than their peers.

On schools the research found higher levels of anxiety among students of DEIS urban band 1 schools, which tend to take children from poorer areas.

It also found that children in larger schools of 100 to 200-plus pupils tend to have a more positive sense of self image, apart from anxiety.

ESRI research professor Emer Smyth said there are three reasons for this: multi-grade classrooms (classes with more than one year group, usually found in smaller schools) make children, especially girls , feel less confident about their physical appearance and popularity; teachers in smaller schools can keep a closer watch on their pupils and tend to be more critical of their behaviour and larger schools are usually in urban areas where child self-image is more positive anyway.

The transition to second-level education tends to be a positive experience for most children, with them reporting more positive behaviour while also seeing themselves as more popular. However, the ability to cope with schoolwork becomes more negative, especially for girls, as young people face greater academic demands in second level.

The study found the gap in self-image for immigrant young people stops being evident by age 13 but remains for those with special educational needs.

The study, which draws on the large-scale Growing Up in Ireland survey, found that relations with second-level teachers make a significant difference for children. Those who receive frequent praise and positive feedback have better self images while frequently reprimanded children have poorer evaluations of themselves.

The report says its findings underline the importance of supporting teachers through initial education and encouraging them to use methods that engage different types of students.

It also notes how sport fosters a positive self-image among children but says this poses resource challenges where an average of one hour a week is spent on physical education in Irish schools.

National Council for Curriculum and Assessment deputy chief executive Sarah Fitzpatrick said wellbeing – personal development, health, relationships – is going to be at the heart of the junior cycle.

She said the report will inform the next phase of the primary curriculum. “This study takes us beyond academic achievement to a more profound understanding of the role of education and the responsibilities of teachers in nurturing children’s wellbeing.

“Findings affirm the direction of curriculum developments at primary, ie greater emphasis on life skills and on children’s social and emotional development.”