Child well-being in the civilian literature

Introduction: Despite the substantial research literature on child well-being, there are notable gaps particularly with regards to child well-being definitions and theories. Methods: A narrative review of the child well-being literature published between 1998 and 2017 was conducted. It focused on definitions, child well-being theories, and the key factors that influence child well-being. Results: While there are several definitions of child well-being, a universal definition is elusive. Some provide a useful starting point to understand and study this phenomenon; others do not reflect the current consensus on the critical elements of child well-being. In contrast, scant attention has been devoted to theory development, which can guide research in this area, and most research appears to be atheoretical. Consequently, much of the literature in English contributes little toward a holistic understanding of the complex interaction between the proximal and distal factors that affect child well-being. Discussion: The lack of a universal child well-being definition, which is a significant shortcoming, is probably influenced by the dearth of theoretical models. There is also a need for the existing theories to be empirically evaluated. Importantly, theory development and testing should ensure that the cultural context is considered.