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Kerere JL, Maeng JL, Cornell DG. High School Teacher Bullying and Student Risk Behavior. J Adolesc Health 2024; 75:392-398. [PMID: 38970606 DOI: 10.1016/j.jadohealth.2024.04.028] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/19/2023] [Revised: 03/23/2024] [Accepted: 04/25/2024] [Indexed: 07/08/2024]
Abstract
PURPOSE Although the harmful outcomes of peer bullying are well-established, the effects of bullying by teachers are less understood. Teacher bullying occurs when a teacher uses their authority to punish or disparage a student beyond appropriate discipline. METHODS This study investigated the prevalence of teacher bullying and its relationship with student risk-taking behaviors in a sample of 106,865 high school students who completed a statewide school climate survey. Students were classified into four groups: no bullying (91%), only peer bullying (4%), only teacher bullying (4%), and both peer and teacher bullying (2%). RESULTS Logistic regression results indicated that all victimization groups were more likely to participate in risk behaviors (substance use, weapon carrying, fighting, suicidal ideation, and attempts) than nonbullied peers, and students bullied by both peers and teachers were at greatest jeopardy of participation. DISCUSSION These results support greater attention to teacher bullying in antibullying efforts.
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Affiliation(s)
- Jordan L Kerere
- School of Education and Human Development, University of Virginia, Charlottesville, Virginia.
| | - Jennifer L Maeng
- School of Education and Human Development, University of Virginia, Charlottesville, Virginia
| | - Dewey G Cornell
- School of Education and Human Development, University of Virginia, Charlottesville, Virginia
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Eddy CL, Huang FL, Prewett SL, Herman KC, Hrabal KM, de Marchena SL, Reinke WM. Positive student-teacher relationships and exclusionary discipline practices. J Sch Psychol 2024; 105:101314. [PMID: 38876543 DOI: 10.1016/j.jsp.2024.101314] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/17/2023] [Revised: 11/07/2023] [Accepted: 03/21/2024] [Indexed: 06/16/2024]
Abstract
Teacher-student relationships are beneficial for students and especially important in the middle school context. Suspensions are critical to reduce as it can be detrimental to the educational trajectory of students, particularly for marginalized students in underfunded schools. This study looked at the relations between teacher-student relationships and suspensions across the academic year in a sample of students (N = 541) and teachers (N = 51) in two urban school districts in the Midwest. A brief measure of teachers' perceptions of relationships with students completed in the fall of the academic year predicted the odds of receiving in-school suspension (ISS; odds ratio [OR] = 0.65) and out-of-school suspension (OSS; OR = 0.72) by the end of the school year. Student reports of the relationships were also associated with ISS (OR = 0.94), but not OSS. On average, teachers' report on the scale improved over the course of the school year (d = 0.11); however, student report of the relationships worsened (d = 0.30). The difference in the student report of the relationships from fall to spring was also associated with the odds of receiving ISS and OSS (ORs = 0.94). These findings suggest that student and teacher perceptions together are associated with harsh discipline practices that can negatively impact students' developmental trajectories. Relationships can change but direct action is necessary to develop, maintain, and repair relationships during the academic year.
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Affiliation(s)
- Colleen Lloyd Eddy
- Department of Health and Human Development, School of Education, University of Pittsburgh, 5114 Welsey W. Posvar Hall, 230 South Bouquet Street, Pittsburgh, PA 15260.
| | - Francis L Huang
- Department of Educational, School, and Counseling Psychology, College of Education and Human Development, University of Missouri, 118 Hill Hall, Columbia, MO 65211
| | - Sara L Prewett
- Riverside Insights, One Pierce Place, ST900 Itasca, IL 60143
| | - Keith C Herman
- Department of Educational, School, and Counseling Psychology, College of Education and Human Development, University of Missouri, 118 Hill Hall, Columbia, MO 65211
| | - Kirsten M Hrabal
- Cornerstone Behavioral Health & Pediatric Therapies, 1900 E. 15th Street Building 800, Suite B, Edmond, OK 73013
| | - Sarah L de Marchena
- Department of Educational, School, and Counseling Psychology, College of Education and Human Development, University of Missouri, 118 Hill Hall, Columbia, MO 65211
| | - Wendy M Reinke
- Department of Educational, School, and Counseling Psychology, College of Education and Human Development, University of Missouri, 118 Hill Hall, Columbia, MO 65211
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Twum F, Tome J, Ledel E, Roy V, Mallhi AK, Aguirre D, Wei Y, Zhang J. The Diverging Trend in Exposure to Environmental Tobacco Smoke Among US Children. J Racial Ethn Health Disparities 2024; 11:1718-1729. [PMID: 37326795 DOI: 10.1007/s40615-023-01645-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/04/2022] [Revised: 05/14/2023] [Accepted: 05/15/2023] [Indexed: 06/17/2023]
Abstract
OBJECTIVE Environmental tobacco smoke exposure (ETSE) was race/ethnicity-specific, but how the race/ethnicity-specific ETSE has changed over time, diverging or converging, remains unclear. We examined ETSE trends by race/ethnicity in US children aged 3-11 years. METHODS We analyzed the data of 9678 children who participated in the biennial National Health and Nutrition Examination Surveys, 1999-2018. ETSE was defined as serum cotinine ≥ 0.05 ng/ml, with ≥ 1 ng/ml as heavy exposure. For trend description, adjusted biennial prevalence ratios (abiPR: the ratio associated with a 2-year increase in time) were estimated by race/ethnicity. The prevalence ratios between races/ethnicities were used to quantify ethnoracial differences in different survey periods. Analyses were performed in 2021. RESULTS The overall ETSE prevalence was cut by almost half, from 61.59% (95% confidence interval = 56.55%, 66.62%) in the 1999-2004 survey to 37.61% (33.90%, 41.31%) in 2013-2018, exceeding the national 2020 health target (47.0%). However, the decrease occurred unequally between races/ethnicities. Heavy ETSE declined significantly in white [abiPR = 0.80 (0.74, 0.86)] and Hispanic children [0.83 (0.74, 0.93)], but insignificantly in black children [0.97 (0.92, 1.03)]. Consequently, the adjusted prevalence ratio between black children and white children increased from 0.82 (0.47, 1.44) in 1999-2004 to 2.73 (1.51, 4.92) in 2013-2018 for heavy ETSE. Hispanic children remained at the lowest risk throughout the study period. CONCLUSION Overall ETSE prevalence was cut by half between 1999 and 2018. However, due to uneven declines, the gaps between black children and others have expanded in heavy ETSE. Special vigilance is needed in preventive medicine practice with black children.
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Affiliation(s)
- Felix Twum
- Department of Biostatistics, Epidemiology and Environmental Health Sciences, Jiann-Ping Hsu College of Public Health, Georgia Southern University, Statesboro, GA, 30460, USA.
- The Dr. Lynn Cook Hartwig Public Health Program, School of Health Professions, The University of Southern Mississippi, Hattiesburg, MS, 39406, USA.
| | - Joana Tome
- Department of Biostatistics, Epidemiology and Environmental Health Sciences, Jiann-Ping Hsu College of Public Health, Georgia Southern University, Statesboro, GA, 30460, USA
| | - Erica Ledel
- Department of Biostatistics, Epidemiology and Environmental Health Sciences, Jiann-Ping Hsu College of Public Health, Georgia Southern University, Statesboro, GA, 30460, USA
| | - Victoria Roy
- Department of Biostatistics, Epidemiology and Environmental Health Sciences, Jiann-Ping Hsu College of Public Health, Georgia Southern University, Statesboro, GA, 30460, USA
| | - Arshpreet Kaur Mallhi
- Department of Biostatistics, Epidemiology and Environmental Health Sciences, Jiann-Ping Hsu College of Public Health, Georgia Southern University, Statesboro, GA, 30460, USA
| | - Diana Aguirre
- Department of Biostatistics, Epidemiology and Environmental Health Sciences, Jiann-Ping Hsu College of Public Health, Georgia Southern University, Statesboro, GA, 30460, USA
| | - Yudan Wei
- Department of Community Medicine, Mercer University School of Medicine, Macon, GA, 31207, USA
| | - Jian Zhang
- Department of Biostatistics, Epidemiology and Environmental Health Sciences, Jiann-Ping Hsu College of Public Health, Georgia Southern University, Statesboro, GA, 30460, USA
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Gomes MG. Disparate discipline faced by black youth: The need for bias mitigation and school nursing impact to promote school connectedness. Arch Psychiatr Nurs 2023; 46:133-138. [PMID: 37813496 DOI: 10.1016/j.apnu.2023.09.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/28/2023] [Revised: 07/31/2023] [Accepted: 09/17/2023] [Indexed: 10/17/2023]
Abstract
School connectedness is needed to improve youth mental health. Developing a school connection is more arduous for Black youth with a history of pervasive exclusionary discipline. This narrative review discusses academic and socioemotional consequences of school removals while highlighting disparities for Black youth. A comprehensive literature search was conducted, identifying relevant studies and publications using electronic databases; results from the last ten years were preferable but older references were included if deemed important. Recommendations for elevating the influence of school nursing has been included to help mitigate disparities and racial bias, considering historical discipline trends and rising mental health needs.
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Affiliation(s)
- Melissa Gilbert Gomes
- Department of Diversity, Equity & Inclusion, University of Virginia School of Nursing, United States of America.
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Nwaobi SO, Richmond HL, Babatunde DA, Twum F, Mallhi AK, Wei Y, Zhang J. Crossover Trends in Current Cigarette Smoking Between Racial and Ethnic Groups of US Adolescents Aged 12-19 Years Old, 1999-2018. J Racial Ethn Health Disparities 2023; 10:2114-2123. [PMID: 36006586 PMCID: PMC9406249 DOI: 10.1007/s40615-022-01391-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/12/2022] [Revised: 08/08/2022] [Accepted: 08/11/2022] [Indexed: 11/30/2022]
Abstract
OBJECTIVE To examine the racial difference and trends in cigarette smoking among adolescents from 1999 to 2018. METHODS We analyzed the data of 10,760 adolescents aged 12-19 who participated in the National Health and Nutrition Examination Surveys (NHANES), 1999-2018. Current tobacco smoking (CTS) was defined as participants with serum cotinine ≥10 ng/mL. Adjusted biennial prevalence ratios (abiPR: the ratio associated with a two-year increase in time) were estimated. RESULTS Diverging trends in CTS prevalence were revealed in adolescents. The steepest decrease occurred in Hispanics aged 12-17, with 15% declining every two calendar years [abiPR = 0.85(0.77, 0.94)]. The sharpest increase occurred with Blacks aged 18-19 years [abiPR = 1.06(0.99, 1.14)]. A crossover of prevalence trend between Blacks and Whites occurred in adolescents aged 18-19 years old due to the diverging trends. The average CTS prevalence was significantly higher in Whites than in Blacks in the early [(1999-2008, 13.65% (11.85%, 15.46%) vs. 8.80% (7.55%, 10.04%)], but Blacks had a higher average in recent years [(2009-2018, 8.32% (6.53%, 10.12%) vs. 7.77% (5.86%, 9.68%)]. For adolescents aged 18-19 years, the survey cycles or calendar years linearly explained 71% of the variations in the prevalence for Hispanics, 60% for Whites, but only 1% for Blacks. CONCLUSIONS A crossover in the trend of current tobacco smoking occurred between 1999 and 2018 due to an increase in prevalence among Black adolescents and a significant decrease in prevalence among other racial groups.
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Affiliation(s)
- Samuel O Nwaobi
- Department of Epidemiology, Jiann-Ping Hsu College of Public Health, Georgia Southern University, Statesboro, GA, 30460, USA
| | - Holly L Richmond
- Department of Epidemiology, Jiann-Ping Hsu College of Public Health, Georgia Southern University, Statesboro, GA, 30460, USA
| | - Doyinsola A Babatunde
- Department of Epidemiology, Jiann-Ping Hsu College of Public Health, Georgia Southern University, Statesboro, GA, 30460, USA
| | - Felix Twum
- Department of Epidemiology, Jiann-Ping Hsu College of Public Health, Georgia Southern University, Statesboro, GA, 30460, USA
- School of Health Professions, Public Health Program, The University of Southern Mississippi, Hattiesburg, MS, 39406, USA
| | - Arshpreet Kaur Mallhi
- Department of Epidemiology, Jiann-Ping Hsu College of Public Health, Georgia Southern University, Statesboro, GA, 30460, USA
| | - Yudan Wei
- Department of Community Medicine, Mercer University School of Medicine, Macon, GA, 31207, USA
| | - Jian Zhang
- Department of Epidemiology, Jiann-Ping Hsu College of Public Health, Georgia Southern University, Statesboro, GA, 30460, USA.
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Ramírez AS, Jaber JR, Rosales RS, Conde-Felipe M, Rodríguez F, Corbera JA, Suárez-Pérez A, Encinoso M, Muniesa A. Nurturing a Respectful Connection: Exploring the Relationship between University Educators and Students in a Spanish Veterinary Faculty. Vet Sci 2023; 10:538. [PMID: 37756060 PMCID: PMC10534600 DOI: 10.3390/vetsci10090538] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/12/2023] [Revised: 08/13/2023] [Accepted: 08/22/2023] [Indexed: 09/28/2023] Open
Abstract
The respect of the teacher for the student is essential for effective teaching from the perspective of the students, even in comparison to the knowledge and communication capacity of the teacher. Consequently, the optimal development of this characteristic fosters a more effective and efficient student-teacher relationship. We initiated this research following a conversation with a group of university students, who expressed their discontent regarding the lack of respect shown towards them by some teachers. Therefore, we conducted a descriptive study using online surveys, focusing on the central axis in the teacher-student relationship. The results highlighted the need for faculty members to analyze and question their attitudes towards their students. This paper presents initial results of the data collected at the Veterinary Faculty of the University of Las Palmas de Gran Canaria.
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Affiliation(s)
- Ana S. Ramírez
- Faculty of Veterinary Medicine, University of Las Palmas de Gran Canaria, Trasmontaña, 35413 Arucas, Las Palmas, Spain; (A.S.R.); (R.S.R.); (M.C.-F.); (F.R.); (J.A.C.); (A.S.-P.)
- VETFUN, Educational Innovation Group, University of Las Palmas de Gran Canaria, Trasmontaña, 35413 Arucas, Las Palmas, Spain
| | - José Raduan Jaber
- Faculty of Veterinary Medicine, University of Las Palmas de Gran Canaria, Trasmontaña, 35413 Arucas, Las Palmas, Spain; (A.S.R.); (R.S.R.); (M.C.-F.); (F.R.); (J.A.C.); (A.S.-P.)
- VETFUN, Educational Innovation Group, University of Las Palmas de Gran Canaria, Trasmontaña, 35413 Arucas, Las Palmas, Spain
| | - Rubén S. Rosales
- Faculty of Veterinary Medicine, University of Las Palmas de Gran Canaria, Trasmontaña, 35413 Arucas, Las Palmas, Spain; (A.S.R.); (R.S.R.); (M.C.-F.); (F.R.); (J.A.C.); (A.S.-P.)
| | - Magnolia Conde-Felipe
- Faculty of Veterinary Medicine, University of Las Palmas de Gran Canaria, Trasmontaña, 35413 Arucas, Las Palmas, Spain; (A.S.R.); (R.S.R.); (M.C.-F.); (F.R.); (J.A.C.); (A.S.-P.)
- VETFUN, Educational Innovation Group, University of Las Palmas de Gran Canaria, Trasmontaña, 35413 Arucas, Las Palmas, Spain
| | - Francisco Rodríguez
- Faculty of Veterinary Medicine, University of Las Palmas de Gran Canaria, Trasmontaña, 35413 Arucas, Las Palmas, Spain; (A.S.R.); (R.S.R.); (M.C.-F.); (F.R.); (J.A.C.); (A.S.-P.)
| | - Juan Alberto Corbera
- Faculty of Veterinary Medicine, University of Las Palmas de Gran Canaria, Trasmontaña, 35413 Arucas, Las Palmas, Spain; (A.S.R.); (R.S.R.); (M.C.-F.); (F.R.); (J.A.C.); (A.S.-P.)
| | - Alejandro Suárez-Pérez
- Faculty of Veterinary Medicine, University of Las Palmas de Gran Canaria, Trasmontaña, 35413 Arucas, Las Palmas, Spain; (A.S.R.); (R.S.R.); (M.C.-F.); (F.R.); (J.A.C.); (A.S.-P.)
| | - Mario Encinoso
- Veterinary Clinical Hospital, Faculty of Veterinary Medicine, University of Las Palmas de Gran Canaria, Trasmontaña, 35413 Arucas, Las Palmas, Spain;
| | - Ana Muniesa
- Faculty of Veterinary, University of Zaragoza-CITA, Miguel Servet, 177, 50013 Zaragoza, Zaragoza, Spain;
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Da Q, Huang J, Peng Z, Chen Y, Li L. Did the prevalence of traditional school bullying increase after COVID-19? Evidence from a two-stage cross-sectional study before and during COVID-19 pandemic. CHILD ABUSE & NEGLECT 2023; 143:106256. [PMID: 37262980 PMCID: PMC10213298 DOI: 10.1016/j.chiabu.2023.106256] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/25/2022] [Revised: 05/10/2023] [Accepted: 05/21/2023] [Indexed: 06/03/2023]
Abstract
BACKGROUND COVID-19 has had a range of adverse effects on the behavior and mental health of adolescents globally, including bullying, anxiety and depression. However, there is a lack of comparative studies on the changes of school bullying before and during COVID-19 pandemic. OBJECTIVE To examine the changes in traditional bullying before and during COVID-19 pandemic and reveal the related risk factors in Shantou, China. PARTICIPANTS AND SETTING Two samples of secondary school students were collected in 2018 and 2021 in Shantou, respectively. METHODS Bullying history and risk behaviors of students were measured in the past six months. The χ2 test was used to analyze differences in baseline information and bullying types. The binary logistic regression with Forward LR method was used to analyze factors that affect the risk of bullying victimization and perpetration before and during COVID-19. RESULTS A total of 5782 secondary school students were included, 3071 before COVID-19 pandemic and 2711 during COVID-19. The prevalence of different types of victimization and perpetration all increased during COVID-19 (P < 0.001). Boarding, being a lower secondary school student (as opposed to upper secondary school), being male (as opposed to female), drinking, and playing violent video games were shared risk factors for bullying victimization and perpetration. Living in an urban (as opposed to rural and island) was a risk factor for perpetration. Smoking was a risk factor for perpetration. All differences were statistically significant (P < 0.05). CONCLUSIONS We found that the prevalence of bullying victimization as well as perpetration increased during COVID-19. It suggests that we need to pay more attention to traditional school bullying prevention and control in China in the pandemic context.
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Affiliation(s)
- Qingchen Da
- School of Public Health, Shantou University, Shantou, China; Injury Prevention Research Center, Shantou University Medical College, Shantou, China.
| | - Jinyu Huang
- School of Public Health, Shantou University, Shantou, China; Injury Prevention Research Center, Shantou University Medical College, Shantou, China; Center for Disease Control and Prevention of Guangzhou Huangpu District, Guangzhou, China.
| | - Zhekuan Peng
- School of Public Health, Shantou University, Shantou, China; Injury Prevention Research Center, Shantou University Medical College, Shantou, China; The Third Affiliated Hospital of Sun Yat-sen University, Guangzhou, China.
| | - Yueliang Chen
- School of Public Health, Shantou University, Shantou, China; Injury Prevention Research Center, Shantou University Medical College, Shantou, China.
| | - Liping Li
- School of Public Health, Shantou University, Shantou, China; Injury Prevention Research Center, Shantou University Medical College, Shantou, China.
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Liu X. Examining student burnout causes among English as a foreign language students: focus on school climate and student growth mindset. Front Psychol 2023; 14:1166408. [PMID: 37251075 PMCID: PMC10213634 DOI: 10.3389/fpsyg.2023.1166408] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/15/2023] [Accepted: 04/27/2023] [Indexed: 05/31/2023] Open
Abstract
Introduction The aim of this study was to investigate the relationship between student burnout and two key factors - perceived school climate and growth mindset - in the context of English as a foreign language (EFL) learning among Chinese students. Methods A sample of 412 intermediate English language learners from China participated in an online survey and completed valid measures of the three constructs. Confirmatory factor analysis (CFA) was used to establish the validity of the scales used to measure the three latent variables. Structural equation modeling (SEM) was then used to test the proposed model. Results The results of SEM showed that both perceived school climate and growth mindset had a significant positive impact on EFL student burnout, with perceived school climate having a stronger effect compared to growth mindset. Discussion The findings suggest that promoting a positive school climate and fostering a student growth mindset can help reduce student burnout in EFL settings.
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Wang YJ, Chen IH. A Multilevel Analysis of Factors Influencing School Bullying in 15-Year-Old Students. CHILDREN 2023; 10:children10040653. [PMID: 37189903 DOI: 10.3390/children10040653] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/21/2023] [Revised: 03/24/2023] [Accepted: 03/28/2023] [Indexed: 04/03/2023]
Abstract
Background: School bullying causes serious impacts on adolescents’ physical and mental health. Few studies have explored the various factors influencing bullying by combining different levels of data. Methods: Based on the database of four Chinese provinces and cities of the Program for International Student Assessment (PISA) in 2018, this study used a multilevel analysis model that combined school-level variables and student-level variables to explore the influencing factors of students being bullied. Results: Students’ gender, grade repetition, truancy and arriving late for class, economic, social, and cultural status (ESCS), teacher support, and parent support had significant explanatory power on school bullying on the student-level; on the school-level, school discipline atmosphere and competitive atmosphere among students had significant impacts on school bullying. Conclusions: Boys, students who have repeated grades, truancy and arriving late for class, and students with lower ESCS suffer from more severe school bullying. When developing school bullying interventions, teachers and parents should pay more attention to those students and provide more emotional support and encouragement to them. Meanwhile, students in schools with a lower discipline atmosphere and a higher level of competitive atmosphere experience greater levels of bullying, and schools should create more positive and friendly environments to prevent bullying events.
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Gonzálvez C, Bacon V, Kearney CA. Systematic and evaluative review of school climate instruments for students, teachers, and parents. PSYCHOLOGY IN THE SCHOOLS 2022. [DOI: 10.1002/pits.22838] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/14/2022]
Affiliation(s)
- Carolina Gonzálvez
- Department of Developmental Psychology and Teaching University of Alicante Alacant Spain
| | - Victoria Bacon
- Department of Psychology University of Nevada Las Vegas Nevada USA
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Booth MZ, Roberts AC, Gerard JM, Gilfillan BH. Young Adolescent Perceptions of School Climate and Self-Efficacy: The Intersectionality of Race and Gender. RMLE ONLINE : RESEARCH IN MIDDLE LEVEL EDUCATION 2022; 45:1-16. [PMID: 36570638 PMCID: PMC9786034 DOI: 10.1080/19404476.2022.2140004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
The researchers investigated adolescent perceptions of school climate and academic self-efficacy over time for a group of Grade 7 through Grade 9 students. We followed 717 students in an ethnically diverse school district in a small town in northern Ohio from fall 2009 to spring 2011. Four waves of data collected in surveys each fall and spring included measures of perceptions of school climate and academic self-efficacy. Compared to the original cohort of middle school students, the Grade 9 cohort demonstrated the most consistent school climate scores over time, but the Grade 7 students demonstrated the greatest change over two years. White girls exhibited the most consistent level of self-efficacy over time, but ethnically minoritized girls demonstrated the lowest level of self-efficacy (most often) when compared to White girls or ethnically minoritized boys. Results illustrate the importance of intersectional analyses of adolescents' perceptions of their schools and of themselves so as not to make assumptions about all students within certain gender or ethnic/racial identities.
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Affiliation(s)
- Margaret Zoller Booth
- Bowling Green State University, School of Educational Foundations, Leadership and Policy, Bowling Green, OH, USA
| | - Audrey Conway Roberts
- Bowling Green State University, School of Educational Foundations, Leadership and Policy, Bowling Green, OH, USA
| | - Jean M Gerard
- Bowling Green State University, Human Development and Family Studies, Bowling Green, OH, USA
| | - Beth H Gilfillan
- Bowling Green State University, Counseling & Special Education, Bowling Green, OH, USA
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A scoping review of school-level risk and protective factors of youth cannabis use: An application of the socio-ecological model. Prev Med 2022; 164:107235. [PMID: 36084753 DOI: 10.1016/j.ypmed.2022.107235] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/28/2022] [Revised: 08/21/2022] [Accepted: 08/28/2022] [Indexed: 11/20/2022]
Abstract
Risk and protective factors for cannabis use exist at various levels of influence, and the school environment can play a key role in preventing cannabis use and initiation as most youth. By using the socio-ecological model to hierarchically characterize school-specific risk and protective factors, a wholistic approach to school-based cannabis use prevention can be demonstrated. This study uses scoping review methodology to describe current research on school-level risk and protective factors of youth cannabis use. The socio-ecological model was used as a guiding framework to characterize the literature. PubMed, Embase, and Scopus were used to retrieve original research articles published between 2010 and 2020 that examined cannabis use as a main outcome of interest. Articles that examined school-related risk and protective factors within participants who were 18 years old or younger were included. Articles that met the pre-established criteria were extracted and categorised by theme based on levels of the socio-ecological framework. Four levels of risk and protective factors related to the school environment were identified (individual, interpersonal, community, and societal). A majority of school-based research examined individual and societal factors that influenced youth cannabis use. Our findings suggest most available research has focused on individual and societal school-level factors of cannabis use. A number of consistent themes were identified, however, findings were mixed and demonstrate the need for a more critical examination of research in order to understand which risk and protective factors are most influential among youth.
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Ellonen N, Pasanen M, Wiss K, Mielityinen L, Lähteenmäki E, Joronen K. Health Promotion Actions and School Violence-A Cluster Analysis from Finnish Comprehensive Schools. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:12698. [PMID: 36232000 PMCID: PMC9566706 DOI: 10.3390/ijerph191912698] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/31/2022] [Revised: 09/28/2022] [Accepted: 09/29/2022] [Indexed: 06/16/2023]
Abstract
(1) Schools have a significant role in violence prevention activities. This study aimed to first identify profiles of Finnish comprehensive schools based on school violence. The second aim was to examine the associations between profiles concerning health promotion actions, reactive or punitive actions, and school characteristics. (2) The study used the large-scale, nationally representative Benchmarking System of Health Promotion Capacity-Building (BSHPCB) data (n = 2057 schools) completed by the school's principal together with a student welfare team. The data was analyzed by cluster analysis and Chi-squared and Kruskal-Wallis tests. For post hoc testing, Fisher's exact test with odds ratios and Mann-Whitney U-test were used. (3) The cluster analysis yielded five profiles of school violence: "No violence", "Adolescent violence" (violence both among pupils and from pupils towards staff, but not inappropriate behavior from school staff towards pupils), "Not known" (principals either did not respond to these questions or they did not know whether there had been any school violence incidents), "Peer violence" (school violence occurred among pupils but not from pupils towards staff, nor inappropriate behavior from school staff towards pupils), and "All violence" (all types of school violence and inappropriate behavior from school staff towards pupils). These clusters differed according to type of school and municipality. Additionally, both management and monitoring as health promotion actions were related to higher incidence of school violence whereas other actions, such as commitment, resources, common practices, and participation were not related to school violence. (4) The findings of this study indicate that schools have different profiles in terms of school violence and providing evidence and guidance for school violence prevention work.
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Affiliation(s)
- Noora Ellonen
- Faculty of Social Science, Tampere University, 33014 Tampere, Finland
| | - Miko Pasanen
- Department of Nursing Science, University of Turku, 20014 Turku, Finland
| | - Kirsi Wiss
- Finnish Institute for Health and Welfare, 00271 Helsinki, Finland
| | - Laura Mielityinen
- Faculty of Social Science, Tampere University, 33014 Tampere, Finland
| | - Elina Lähteenmäki
- Department of Nursing Science, University of Turku, 20014 Turku, Finland
| | - Katja Joronen
- Department of Nursing Science, University of Turku, 20014 Turku, Finland
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14
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Cole AG, Lienemann BA, Sun J, Chang J, Zhu SH. California School Staff Reports of Seeing Students Vaping at School and Disciplinary Actions. J Sch Nurs 2022:10598405221127694. [PMID: 36168212 DOI: 10.1177/10598405221127694] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
Youth vaping is a concern and schools may use many approaches to discipline students caught vaping at school. This study identified the prevalence of school staff seeing vaping in schools and the measures used to discipline students. A state-wide sample of 7,938 staff from 255 middle and high schools reported whether they saw any students vaping at school in the last 30 days, whether they have caught any students vaping during class in the last semester, and what happened after catching a student vaping in class. Open-text responses were coded and themes were identified related to disciplinary approaches. 31.9% of staff reported seeing students vaping at school, and 11.9% of teachers reported catching a student vaping during class. Teachers described four categories of disciplinary approaches after catching students vaping in class: no consequences, punitive approaches, restorative approaches, and mixed approaches. Additional support is necessary to help schools address student vaping.
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Affiliation(s)
- Adam G Cole
- Faculty of Health Sciences, 85458Ontario Tech University, Oshawa, ON, Canada
| | - Brianna A Lienemann
- Moores Cancer Center, 8784University of California San Diego, La Jolla, CA, USA
| | - Joanna Sun
- Moores Cancer Center, 8784University of California San Diego, La Jolla, CA, USA
| | - Jacqueline Chang
- Moores Cancer Center, 8784University of California San Diego, La Jolla, CA, USA
| | - Shu-Hong Zhu
- The Herbert Wertheim School of Public Health and Human Longevity Science, 8784University of California San Diego, La Jolla, CA, USA
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15
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Afolabi KT, Konold TR, Maeng J. Construct and Structural Equivalence of the English and Spanish versions of the Authoritative School Climate Survey. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2022. [DOI: 10.1177/07342829221125087] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
This study evaluated the construct and structural equivalence of the English and Spanish versions of the authoritative school climate survey (ASCS). Measurement invariance was evaluated through increasingly restrictive tests on a sample of N = 6976 high school students, with focus on the three core ASCS scales: Students' Willingness to Seek Help, Teacher Respect for Students, and Disciplinary Structure. Results provided support for the configural, metric, and scalar invariance of these scales across versions. Because school climate is often measured through reports of student perceptions that are aggregated to the school level, these results provide an additional resource for schools looking to increase the diversity of their students’ voice through more equitable tools.
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16
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Ivaniushina V, Alexandrov D. School structure, bullying by teachers, moral disengagement, and students' aggression: A mediation model. Front Psychol 2022; 13:883750. [PMID: 36148094 PMCID: PMC9486699 DOI: 10.3389/fpsyg.2022.883750] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/25/2022] [Accepted: 08/04/2022] [Indexed: 11/13/2022] Open
Abstract
Aim Understanding interrelations between the factors predicting students' aggressive behavior is a priority for bullying-prevention programs. Our study explores two possible mechanisms linking school disciplinary structure and students' aggression. We test students' moral disengagement and bullying by teachers as mediational pathways from school authoritative discipline to students' aggressive behavior. Methods We used a regionally representative sample of 213 schools that participated in a school climate survey in Kaluga Oblast (a federal subject of Russia) in 2019. The analytical sample contained the anonymous responses of 16,809 students from grades 6-9 (12-15 years old); 51% of the respondents were girls. The analytical procedure consisted of structural equation modeling (SEM), which was implemented in Mplus 8.7. Results The mediation model fit the data well, suggesting that the clarity and fairness of school rules negatively predicted peer aggression, while student moral disengagement and bullying by teachers independently and partially mediated this association. Conclusion We confirm that authoritative school climate, characterized by a clear and fair disciplinary structure, is associated with a decrease in bullying. Novel result is the evidence for mediating mechanisms and the influence of teachers' aggression on students' behavior. Prevention programs designed to increase the fairness and consistency of school rules, eliminate bullying and humiliation from teachers, and decrease students' moral disengagement may reduce violence and victimization at school.
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17
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Burger C, Strohmeier D, Kollerová L. Teachers Can Make a Difference in Bullying: Effects of Teacher Interventions on Students' Adoption of Bully, Victim, Bully-Victim or Defender Roles across Time. J Youth Adolesc 2022; 51:2312-2327. [PMID: 36053439 PMCID: PMC9596519 DOI: 10.1007/s10964-022-01674-6] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2022] [Accepted: 08/17/2022] [Indexed: 12/04/2022]
Abstract
School bullying is a serious problem worldwide, but little is known about how teacher interventions influence the adoption of bullying-related student roles. This study surveyed 750 early adolescents (50.5% female; average age: 12.9 years, SD = 0.4) from 39 classrooms in two waves, six months apart. Peer ratings of classmates were used to categorize students to five different bullying-related roles (criterion: >1 SD): bully, victim, bully-victim, defender, and non-participant. Student ratings of teachers were used to obtain class-level measures of teacher interventions: non-intervention, disciplinary sanctions, group discussion, and mediation/victim support. Controlling for student- and class-level background variables, two multilevel multinomial logistic regression analyses were computed to predict students’ bullying-related roles at wave 2. In the static model, predictors were teacher interventions at wave 1, and in the dynamic model, predictors were teacher intervention changes across time. The static model showed that disciplinary sanctions reduced the likelihood of being a bully or victim, and group discussion raised the likelihood of being a defender. Mediation/victim support raised the likelihood of being a bully. The dynamic model complemented these results by indicating that increases in group discussion across time raised the likelihood of being a defender, whereas increases in non-intervention across time raised the likelihood of being a victim and reduced the likelihood of being a defender. These results show that teacher interventions have distinct effects on students’ adoption of bullying-related roles and could help to better target intervention strategies. The findings carry practical implications for the professional training of prospective and current teachers.
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Affiliation(s)
- Christoph Burger
- Faculty of Psychology, Department of Developmental and Educational Psychology, University of Vienna, Vienna, Austria. .,Faculty of Psychology, Department of Cognition, Emotion, and Methods in Psychology, University of Vienna, Vienna, Austria. .,Department of Psychology and Psychodynamics, Division of Psychological Methodology, Karl Landsteiner University of Health Sciences, Krems, Austria.
| | - Dagmar Strohmeier
- School of Medical Engineering and Applied Social Sciences, University of Applied Sciences Upper Austria, Linz, Austria.,Center for Learning Environment and Behavioral Research, University of Stavanger, Stavanger, Norway
| | - Lenka Kollerová
- Czech Academy of Sciences, Institute of Psychology, Prague, Czech Republic
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18
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Chuang YR, Huang F, Herman K, Zhang B. Potential Moderation Across Racial Groups in Perceptions of Authoritative School Climate and Peer Victimization and Student Engagement. SCHOOL PSYCHOLOGY REVIEW 2022. [DOI: 10.1080/2372966x.2022.2109058] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
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19
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Lima DH, Peres MFT. As pesquisas sobre o clima escolar e saúde no Brasil - uma revisão de escopo. CIENCIA & SAUDE COLETIVA 2022; 27:3475-3485. [DOI: 10.1590/1413-81232022279.21842021] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/18/2021] [Accepted: 05/16/2022] [Indexed: 12/23/2022] Open
Abstract
Resumo Há muito se reconhece o papel da escola para a promoção da saúde e a prevenção de agravos entre crianças e adolescentes. Uma característica que pode afetar a saúde dos alunos, além do desenvolvimento, a aprendizagem e o rendimento escolar, e que vem sendo destacada na literatura internacional é o clima escolar. Entretanto, no Brasil, esse campo ainda conta relativamente com pouca pesquisa. Diante desse cenário, este estudo se propôs a descrever as características das pesquisas brasileiras sobre o clima escolar dando especial atenção aos métodos de medição do clima, aos temas relacionados e às pesquisas sobre as relações entre clima escolar e saúde no Brasil. Para tanto, realizamos uma revisão de escopo com teses e dissertações brasileiras desde 1987. Os resultados apontaram a predominância de estudos qualitativos, com dados de poucas escolas, grande variedade de estratégias e instrumentos utilizados para medição do clima, com destaque para o uso de questionários, escalas e entrevistas. Constatou-se também uma participação relativamente pequena do campo da saúde, sobretudo no que diz respeito à saúde do aluno.
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20
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Kupchik A, Highberger J, Bear G. Identifying the helpfulness of school climate: Skipping school, cheating on tests, and elements of school climate. PSYCHOLOGY IN THE SCHOOLS 2022. [DOI: 10.1002/pits.22692] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Affiliation(s)
- Aaron Kupchik
- Department of Sociology and Criminal Justice University of Delaware Newark Delaware USA
| | - James Highberger
- Department of Sociology and Criminal Justice University of Delaware Newark Delaware USA
| | - George Bear
- School of Education University of Delaware Newark Delaware USA
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21
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Chen PJ, Mackes N, Sacchi C, Lawrence AJ, Ma X, Pollard R, Matter M, Morgan C, Harding S, Schumann G, Pariante C, Mehta MA, Montana G, Nosarti C, Dazzan P. Parental education and youth suicidal behaviours: a systematic review and meta-analysis. Epidemiol Psychiatr Sci 2022; 31:e19. [PMID: 35352676 PMCID: PMC8967699 DOI: 10.1017/s204579602200004x] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/08/2021] [Revised: 02/04/2022] [Accepted: 02/07/2022] [Indexed: 01/04/2023] Open
Abstract
AIMS Lower parental education has been linked to adverse youth mental health outcomes. However, the relationship between parental education and youth suicidal behaviours remains unclear. We explored the association between parental education and youth suicidal ideation and attempts, and examined whether sociocultural contexts moderate such associations. METHODS We conducted a systematic review and meta-analysis with a systematic literature search in PubMed, PsycINFO, Medline and Embase from 1900 to December 2020 for studies with participants aged 0-18, and provided quantitative data on the association between parental education and youth suicidal ideation and attempts (death included). Only articles published in English in peer-reviewed journals were considered. Two authors independently assessed eligibility of the articles. One author extracted data [e.g. number of cases and non-cases in each parental education level, effect sizes in forms of odds ratios (ORs) or beta coefficients]. We then calculated pooled ORs using a random-effects model and used moderator analysis to investigate heterogeneity. RESULTS We included a total of 59 articles (63 study samples, totalling 2 738 374 subjects) in the meta-analysis. Lower parental education was associated with youth suicidal attempts [OR = 1.12, 95% Confidence Interval (CI) = 1.04-1.21] but not with suicidal ideation (OR = 1.05, 95% CI = 0.98-1.12). Geographical region and country income level moderated the associations. Lower parental education was associated with an increased risk of youth suicidal attempts in Northern America (OR = 1.26, 95% CI = 1.10-1.45), but with a decreased risk in Eastern and South-Eastern Asia (OR = 0.72, 95% CI = 0.54-0.96). An association of lower parental education and increased risk of youth suicidal ideation was present in high- income countries (HICs) (OR = 1.14, 95% CI = 1.05-1.25), and absent in low- and middle-income countries (LMICs) (OR = 0.91, 95% CI = 0.77-1.08). CONCLUSIONS The association between youth suicidal behaviours and parental education seems to differ across geographical and economical contexts, suggesting that cultural, psychosocial or biological factors may play a role in explaining this association. Although there was high heterogeneity in the studies reviewed, this evidence suggests that the role of familial sociodemographic characteristics in youth suicidality may not be universal. This highlights the need to consider cultural, as well as familial factors in the clinical assessment and management of youth's suicidal behaviours in our increasingly multicultural societies, as well as in developing prevention and intervention strategies for youth suicide.
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Affiliation(s)
- P. J. Chen
- Department of Psychological Medicine, Institute of Psychiatry, Psychology, and Neuroscience, King's College London, London, UK
- Department of Psychiatry, Chang Gung Memorial Hospital at Taoyuan and Chang Gung University, Taoyuan, Taiwan
| | - N. Mackes
- Department of Psychological Medicine, Institute of Psychiatry, Psychology, and Neuroscience, King's College London, London, UK
| | - C. Sacchi
- Department of Developmental Psychology and Socialisation, University of Padova, Padua, Italy
| | - A. J. Lawrence
- Department of Psychological Medicine, Institute of Psychiatry, Psychology, and Neuroscience, King's College London, London, UK
| | - X. Ma
- Department of Psychological Medicine, Institute of Psychiatry, Psychology, and Neuroscience, King's College London, London, UK
| | - R. Pollard
- Department of Psychological Medicine, Institute of Psychiatry, Psychology, and Neuroscience, King's College London, London, UK
| | - M. Matter
- Department of Psychological Medicine, Institute of Psychiatry, Psychology, and Neuroscience, King's College London, London, UK
| | - C. Morgan
- Health Service & Population Research Department, Institute of Psychiatry, Psychology, and Neuroscience, King's College London, London, UK
| | - S. Harding
- Division of Diabetes and Nutritional Sciences, King's College London, London, UK
| | - G. Schumann
- Biological Psychiatry, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK
| | - C. Pariante
- Biological Psychiatry, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK
| | - M. A. Mehta
- Department of Neuroimaging & Psychopharmacology, Centre of Neuroimaging Sciences, King's College London, London, UK
| | - G. Montana
- Department of Data Science, University of Warwick, Coventry, UK
| | - C. Nosarti
- Department of Child and Adolescent Psychiatry, Institute of Psychiatry, Psychology, and Neuroscience, King's College London, London, UK
- Centre for the Developing Brain, Department of Perinatal Imaging & Health, School of Biomedical Engineering & Imaging Sciences, King's College London, London, UK
| | - P. Dazzan
- Department of Psychological Medicine, Institute of Psychiatry, Psychology, and Neuroscience, King's College London, London, UK
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22
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Marraccini ME, Pittleman C, Toole EN, Griffard MR. School Supports for Reintegration Following a Suicide-Related Crisis: A Mixed Methods Study Informing Hospital Recommendations for Schools During Discharge. Psychiatr Q 2022; 93:347-383. [PMID: 34599735 PMCID: PMC8486966 DOI: 10.1007/s11126-021-09942-7] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 08/07/2021] [Indexed: 11/17/2022]
Abstract
The immediate period following psychiatric hospitalization is marked by increased risk for suicide behavior and rehospitalization. Because adolescents commonly return to school settings following hospital discharge, school-related stressors and supports are important considerations for psychiatric treatment and discharge planning. The current study aimed to inform recommendations provided by hospitals to schools to improve school reintegration practices by employing a concurrent, mixed-methods design. Specifically, we: (1) surveyed school professionals (n = 133) in schools varying in resource availability and populations in one southeastern state of the United States about supports and services provided to returning students; and (2) conducted in-depth interviews with a subset of these professionals (n = 19) regarding their perceptions of the hospital to school transition for youth recovering from suicide-related crises. Findings from survey responses indicated that, compared to schools located in urban and suburban areas, schools in rural areas were less likely to have school reintegration protocols for returning students. More generally, however, available interventions and modifications were relatively consistent across rural and urban/suburban schools, schools serving high and low poverty communities, and schools with predominantly white and predominantly ethnic and racial minoritized student bodies. Key themes across interviews signify the importance of communication between stakeholders, the type of information used to develop re-entry plans, available school-based services for returning youth, and the need to mitigate stigma associated with mental health crises. Findings inform recommendations that can be provided by hospitals to schools to support adolescent recovery as they return to school following psychiatric hospitalization.
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Affiliation(s)
- Marisa E Marraccini
- School of Education, University of North Carolina at Chapel Hill, Chapel Hill, USA.
| | - Cari Pittleman
- School of Education, University of North Carolina at Chapel Hill, Chapel Hill, USA
| | - Emily N Toole
- School of Education, University of North Carolina at Chapel Hill, Chapel Hill, USA
| | - Megan R Griffard
- School of Education, University of North Carolina at Chapel Hill, Chapel Hill, USA
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23
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Magier MJ, Leatherdale ST, Wade TJ, Patte KA. The Relations between Youth Cannabis Use, School Cannabis Use-Related Disciplinary Approaches and Student Perceptions of School Support. Subst Use Misuse 2022; 57:897-910. [PMID: 35306952 DOI: 10.1080/10826084.2022.2052097] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
Background: In the school year immediately following cannabis legalization in Canada, this paper investigated youth perceptions of school support for the prevention and cessation of substance use. Scant research has examined student perceptions in relation to school disciplinary approaches. This study was the first to classify school discipline approach styles using school-level measures.Objective: The objective of this study was to examine whether different school cannabis use-related disciplinary approaches are associated with student cannabis use and perceptions of school supportiveness for the prevention and cessation of substance use.Results: School- and student-level survey data from Year 7 (the 2018/2019 school year) of the COMPASS study were used, including 68,037 grade 9-12 (Secondary I-V in Quebec) students attending 131 Canadian secondary schools. Schools were classified as using different cannabis use-related disciplinary styles based on school-administrator reported approaches to student first-offense violations of school cannabis policies. We identified that although none of the cannabis use-related disciplinary approach styles examined were associated with cannabis use, they were associated with student perceptions. Students attending schools classified as using a Permissive/Supportive approach had a higher likelihood of perceiving their school as supportive for substance use prevention/cessation than their peers at Authoritarian schools. Students who perceived their school as supportive for substance use prevention/cessation were less likely to report current cannabis use than their peers who perceived their school as unsupportive.Conclusions: Unlike previous studies using school classification styles that are based on student perceptions, results do not support direct associations between school cannabis use-related disciplinary styles and student cannabis use. Future prospective research should examine whether supportive disciplinary approaches (e.g., counseling referrals, educational programs) promote student perceptions of school supportiveness, and in turn, deter student substance use.
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Affiliation(s)
- Megan J Magier
- Faculty of Applied Health Sciences, Brock University, St. Catharines, Ontario, Canada
| | - Scott T Leatherdale
- School of Public Health and Health Systems, University of Waterloo, Waterloo, Ontario, Canada
| | - Terrance J Wade
- Faculty of Applied Health Sciences, Brock University, St. Catharines, Ontario, Canada
| | - Karen A Patte
- Faculty of Applied Health Sciences, Brock University, St. Catharines, Ontario, Canada
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24
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Gee KA, Haghighat MD, Vang TM, Cooc N. In the Aftermath of School Victimization: Links Between Authoritative School Climate and Adolescents' Perceptions of the Negative Effects of Bullying Victimization. J Youth Adolesc 2021; 51:1273-1286. [PMID: 34665382 PMCID: PMC9135797 DOI: 10.1007/s10964-021-01516-x] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/13/2021] [Accepted: 09/30/2021] [Indexed: 11/30/2022]
Abstract
Although authoritative school climate—strict, yet fair enforcement of rules alongside strong adult support—is associated with lower rates of bullying victimization, less is known about whether it influences how negatively adolescents feel after being victimized at school. Further, it is unclear whether boys and girls respond differently to an authoritative climate. Identifying ways that schools can reduce negative feelings after being bullied is important given the long term psychological ramifications of bullying that, if left unaddressed, can extend into adulthood. To address these gaps, this study examined whether authoritative school climate related to how negatively adolescents felt about their schoolwork, relationships, physical health and self-perception after being bullied. Differences between boys and girls were also investigated. Analyses were conducting using national data from the 2017 School Crime Supplement on a sample of 1,331 adolescents aged 12 to 18 years (Mage = 14.3 years; 59% girls). Findings from a set of ordinal regression models with a robust set of student, parent and school controls demonstrated that adolescents in more supportive schools were less likely to report that bullying victimization negatively impacted their schoolwork and feelings about themselves. Similar results were found for girls but not boys. By investing in supportive school climates, schools can be potentially transformative places where adolescents, especially girls, can feel more positively about themselves despite being bullied.
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Affiliation(s)
- Kevin A Gee
- School of Education, University of California, Davis, CA, USA.
| | - Misha D Haghighat
- Human Development Graduate Group, University of California, Davis, CA, USA.,Department of Human Ecology, University of California, Davis, CA, USA
| | - Tseng M Vang
- Human Development Graduate Group, University of California, Davis, CA, USA.,Department of Human Ecology, University of California, Davis, CA, USA
| | - North Cooc
- Department of Special Education, The University of Texas at Austin, Austin, TX, USA
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25
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Dietrich L. Higher expectations of teachers are not sufficient: How to take the next big step in social‐emotional teacher training. INTERNATIONAL JOURNAL OF APPLIED PSYCHOANALYTIC STUDIES 2021. [DOI: 10.1002/aps.1724] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
- Lars Dietrich
- Department of Rehabilitation Sciences Division of Pedagogy for Psychosocial Difficulties Humboldt‐Universität zu Berlin Berlin Germany
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26
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Debnam KJ, Edwards K, Cornell D. Improving the school environment: School staff perceptions of school climate data and reporting practices. JOURNAL OF COMMUNITY PSYCHOLOGY 2021; 49:1965-1982. [PMID: 33393126 DOI: 10.1002/jcop.22500] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/25/2020] [Revised: 12/09/2020] [Accepted: 12/10/2020] [Indexed: 06/12/2023]
Abstract
School climate surveys have become widely used in U.S. schools, but there is little information on whether school leaders engage teachers and other staff in the process of reviewing and making use of survey results. This mixed-methods study examined staff interest, viewing, and use of survey results in a state that administers a school climate survey. Semistructured interviews with 15 staff members were conducted to gain insight into quantitative results from 16,525 staff members in 318 high schools. Survey data showed that although 84% of school staff were interested in seeing the results of their school climate survey, fewer than one-third reported seeing the results or using them for school planning or improvement. Administrators were more likely than teachers and other staff to have seen and used survey results. Content coding of the qualitative data elaborated on staff interest in reviewing and using climate data. These findings highlight the need for school leaders to collaborate with school staff on interpreting and using survey results for school climate improvement efforts.
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Affiliation(s)
- Katrina J Debnam
- School of Nursing, University of Virginia, Charlottesville, Virginia, USA
| | - Kelly Edwards
- Department of Leadership, Foundations, and Policy, Charlottesville, Virginia, USA
| | - Dewey Cornell
- Department of Human Services, School of Education and Human Development, University of Virginia, Charlottesville, Virginia, USA
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27
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Trizano-Hermosilla I, Gálvez-Nieto JL, Alvarado JM, Saiz JL, Salvo-Garrido S. Reliability Estimation in Multidimensional Scales: Comparing the Bias of Six Estimators in Measures With a Bifactor Structure. Front Psychol 2021; 12:508287. [PMID: 34248723 PMCID: PMC8263896 DOI: 10.3389/fpsyg.2021.508287] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/29/2019] [Accepted: 05/10/2021] [Indexed: 11/13/2022] Open
Abstract
In the context of multidimensional structures, with the presence of a common factor and multiple specific or group factors, estimates of reliability require specific estimators. The use of classical procedures such as the alpha coefficient or omega total that ignore structural complexity are not appropriate, since they can lead to strongly biased estimates. Through a simulation study, the bias of six estimators of reliability in multidimensional measures was evaluated and compared. The study is complemented by an empirical illustration that exemplifies the procedure. Results showed that the estimators with the lowest bias in the estimation of the total reliability parameter are omega total, the two versions of greatest lower bound (GLB) and the alpha coefficient, which in turn are also those that produce the highest overestimation of the reliability of the general factor. Nevertheless, the most appropriate estimators, in that they produce less biased estimates of the reliability parameter of the general factor, are omega limit and omega hierarchical.
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Affiliation(s)
- Italo Trizano-Hermosilla
- Departamento de Psicología, Facultad de Educación, Ciencias Sociales y Humanidades, Universidad de La Frontera, Temuco, Chile
| | - José L Gálvez-Nieto
- Departamento de Trabajo Social, Facultad de Educación, Ciencias Sociales y Humanidades, Universidad de La Frontera, Temuco, Chile
| | - Jesús M Alvarado
- Departamento de Psicobiología y Metodología en Ciencias del Comportamiento, Facultad de Psicología, Universidad Complutense de Madrid, Madrid, Spain
| | - José L Saiz
- Departamento de Psicología, Facultad de Educación, Ciencias Sociales y Humanidades, Universidad de La Frontera, Temuco, Chile
| | - Sonia Salvo-Garrido
- Departamento de Matemática y Estadística, Facultad de Ingeniería y Ciencias, Universidad de La Frontera, Temuco, Chile
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Konold TR, Edwards KD, Cornell DG. Longitudinal Measurement Invariance of the Authoritative School Climate Survey. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2021. [DOI: 10.1177/07342829211011332] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This study evaluated the longitudinal psychometric properties of the Authoritative School Climate Survey (ASCS) using a statewide sample of middle and high schools across 8 years. Multilevel confirmatory factor analyses were conducted to test the longitudinal measurement invariance of three scales on the ASCS: disciplinary structure, teacher respect for students, and students’ willingness to seek help. These scales demonstrated strong factorial invariance across all time points for both middle and high schools. Results support the use of these scales in evaluating longitudinal change in school climate.
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Ancheta AJ, Bruzzese JM, Hughes TL. The Impact of Positive School Climate on Suicidality and Mental Health Among LGBTQ Adolescents: A Systematic Review. J Sch Nurs 2021; 37:75-86. [PMID: 33287652 PMCID: PMC8142116 DOI: 10.1177/1059840520970847] [Citation(s) in RCA: 32] [Impact Index Per Article: 10.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022] Open
Abstract
Lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) adolescents are more likely to report suicidality and worse mental health than their heterosexual peers. We conducted a systematic review to examine the relationship between positive school climate and suicidality and mental health among LGBTQ adolescents. We searched the literature using PubMed, PsycINFO, and CINAHL. Six studies met inclusion criteria, and all had low to moderate risks of bias. Results indicate that LGBTQ students in schools with more positive school climates were at lower risk of suicidality and reported fewer depressive symptoms compared to students in less positive school climates. Being at the forefront of health in schools, school nurses have the opportunity to advocate for changes in school environments that promote positive mental health for all youth, including LGBTQ adolescents.
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Affiliation(s)
- April J. Ancheta
- Program for the Study of LGBT Health, Columbia University School of Nursing, New York, NY, USA
| | | | - Tonda L. Hughes
- Program for the Study of LGBT Health, Columbia University School of Nursing, New York, NY, USA
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30
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Cornell DG, Mayer MJ, Sulkowski ML. History and Future of School Safety Research. SCHOOL PSYCHOLOGY REVIEW 2021. [DOI: 10.1080/2372966x.2020.1857212] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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31
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Nickerson AB, Randa R, Jimerson S, Guerra NG. Safe Places to Learn: Advances in School Safety Research and Practice. SCHOOL PSYCHOLOGY REVIEW 2021. [DOI: 10.1080/2372966x.2021.1871948] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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32
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Magier MJ, Leatherdale ST, Wade TJ, Patte KA. Disciplinary Approaches for Cannabis Use Policy Violations in Canadian Secondary Schools. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18052472. [PMID: 33802284 PMCID: PMC7967611 DOI: 10.3390/ijerph18052472] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/03/2021] [Revised: 02/26/2021] [Accepted: 03/01/2021] [Indexed: 11/16/2022]
Abstract
The objective of this study was to examine the disciplinary approaches being used in secondary schools for student violations of school cannabis policies. Survey data from 134 Canadian secondary schools participating in the Cannabis use, Obesity, Mental health, Physical activity, Alcohol use, Smoking, and Sedentary behaviour (COMPASS) study were used from the school year immediately following cannabis legalization in Canada (2018/19). Despite all schools reporting always/sometimes using a progressive discipline approach, punitive consequences (suspension, alert police) remain prevalent as first-offence options, with fewer schools indicating supportive responses (counselling, cessation/educational programs). Schools were classified into disciplinary approach styles, with most schools using Authoritarian and Authoritative approaches, followed by Neglectful and Permissive/Supportive styles. Further support for schools boards in implementing progressive discipline and supportive approaches may be of benefit.
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Affiliation(s)
- Megan J. Magier
- Faculty of Applied Health Sciences, Brock University, 1812 Sir Isaac Brock Way, St. Catharines, ON L2S 3A1, Canada; (T.J.W.); (K.A.P.)
- Correspondence:
| | - Scott T. Leatherdale
- School of Public Health and Health Systems, University of Waterloo, Waterloo, ON N2L 3G1, Canada;
| | - Terrance J. Wade
- Faculty of Applied Health Sciences, Brock University, 1812 Sir Isaac Brock Way, St. Catharines, ON L2S 3A1, Canada; (T.J.W.); (K.A.P.)
| | - Karen A. Patte
- Faculty of Applied Health Sciences, Brock University, 1812 Sir Isaac Brock Way, St. Catharines, ON L2S 3A1, Canada; (T.J.W.); (K.A.P.)
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Gálvez-Nieto JL, Paredes F, Trizano-Hermosilla I, Polanco-Levican K, Tereucán-Angulo J. Adaptation and Validation of the Authoritative School Climate Survey in a Sample of Chilean Adolescents. Front Psychol 2021; 12:573457. [PMID: 33643122 PMCID: PMC7907459 DOI: 10.3389/fpsyg.2021.573457] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/17/2020] [Accepted: 01/25/2021] [Indexed: 11/13/2022] Open
Abstract
Authoritative school climate is a relevant and novel construct that improves the academic performance and social-emotional development of students. This study aimed to evaluate the psychometric properties of reliability and validity of the Authoritative School Climate Survey (ASCS) in a sample of Chilean adolescents. A cross-sectional study was carried out, in which 808 students from 12 schools in Chile participated (55.1% men and 44.9% women), with a mean age of 15.94 (SD = 1.32). The results obtained through exploratory and confirmatory factor analyzes ratified the hypothesized structure of two correlated factors. As expected, evidence of criterion validity showed significant relationships between the measures of authoritative school climate and attitude toward institutional authority. This study provides evidence regarding the psychometric quality of the scale to assess authoritative school climate, allowing its use in the Chilean context.
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Affiliation(s)
| | - Francisco Paredes
- Departament of Social Work, University of La Frontera, Temuco, Chile
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Probst C, Elton-Marshall T, Imtiaz S, Patte KA, Rehm J, Sornpaisarn B, Leatherdale ST. A supportive school environment may reduce the risk of non-medical prescription opioid use due to impaired mental health among students. Eur Child Adolesc Psychiatry 2021; 30:293-301. [PMID: 32215733 DOI: 10.1007/s00787-020-01518-3] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/12/2019] [Accepted: 03/16/2020] [Indexed: 02/08/2023]
Abstract
Canada is in the midst of an ongoing, escalating opioid crisis, with significant impacts on adolescents and young adults. Accordingly, mental health impairment was examined as a risk factor for non-medical prescription opioid use (NMPOU) among high school students. In addition, the moderating effects of the school environment, in terms of the availability of mental health services and substance use policies, were characterized. Self-reported, cross-sectional data were obtained from the COMPASS study, including 61,239 students (grades 9-12) in 121 secondary schools across Canada. Current and lifetime NMPOU were ascertained. Categorical indicators of mental health impairment and school environment were derived. The main analytical strategy encompassed hierarchal multilevel logistic regression, including the addition of interaction terms to characterize the moderation effects. Current and lifetime NMPOU were reported by 5.8% and 7.2% of the students, respectively. After adjusting for confounders, students in the highest quintile of mental health impairment had odds ratios (OR) of 2.60 (95% confidence interval [CI] 2.29-2.95) and 2.96 (95% CI 2.64-3.33) for current and lifetime NMPOU, respectively when compared to students in the lowest quintile of mental health impairment. A significant interaction between mental health impairment and school environment indicated relatively lower risks of NMPOU in students from schools that provide more mental health services and have stricter substance use policies. Mental health impairment increased the risk of NMPOU, but the associations were moderated by the school environment. These findings underscore the importance of mental health services and substance use regulations in schools.
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Affiliation(s)
- Charlotte Probst
- Centre for Addiction and Mental Health (CAMH), Institute for Mental Health Policy Research, Toronto, ON, M5S 2S1, Canada. .,Heidelberg Institute of Global Health, Universitätsklinikum Heidelberg, 69120, Heidelberg, Germany.
| | - Tara Elton-Marshall
- Centre for Addiction and Mental Health (CAMH), Institute for Mental Health Policy Research, Toronto, ON, M5S 2S1, Canada.,Dalla Lana School of Public Health, University of Toronto, Toronto, ON, M5T 3M7, Canada
| | - Sameer Imtiaz
- Centre for Addiction and Mental Health (CAMH), Institute for Mental Health Policy Research, Toronto, ON, M5S 2S1, Canada
| | - Karen A Patte
- Department of Health Sciences, Brock University, St. Catharines, ON, L2S 3A1, Canada
| | - Jürgen Rehm
- Centre for Addiction and Mental Health (CAMH), Institute for Mental Health Policy Research, Toronto, ON, M5S 2S1, Canada.,Dalla Lana School of Public Health, University of Toronto, Toronto, ON, M5T 3M7, Canada.,Campbell Family Mental Health Research Institute, CAMH, Toronto, ON, M5T 1R8, Canada.,Department of Psychiatry, University of Toronto, Toronto, ON, M5T 1R8, Canada.,Institute of Medical Science, University of Toronto, Toronto, ON, M5S 1A8, Canada.,Institute of Clinical Psychology and Psychotherapy & Center for Clinical Epidemiology and Longitudinal Studies, Technische Universität Dresden, 01187, Dresden, Germany.,Department of International Health Projects, Institute for Leadership and Health Management, I.M. Sechenov First Moscow State Medical University, Moscow, Russian Federation, 119992
| | - Bundit Sornpaisarn
- Centre for Addiction and Mental Health (CAMH), Institute for Mental Health Policy Research, Toronto, ON, M5S 2S1, Canada
| | - Scott T Leatherdale
- School of Public Health and Health Systems, University of Waterloo, Waterloo, ON, N2L 3G1, Canada
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Bravo-Sanzana M, Miranda-Zapata E, Miranda H. Psychometric Analysis of a School Social Climate Scale: Input Elements for the Investigation and Promotion of Well-Being. Front Psychol 2020; 11:605326. [PMID: 33391124 PMCID: PMC7775310 DOI: 10.3389/fpsyg.2020.605326] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/11/2020] [Accepted: 11/18/2020] [Indexed: 11/13/2022] Open
Abstract
School social climate from a multidimensional perspective is a focus of great interest in international research and educational and well-being public policies due to the high prevalence of interpersonal violence in adolescents, currently considered a global public health problem. The object of the present study was to assess the psychometric measurement capacity of a set of items to evaluate school social climate in the Student Context Questionnaire of the Chilean Education Quality Measurement System. The sample analyzed consisted of second-year high school students who replied to a Student Context Questionnaire in 2015 (n~158,572). Exploratory and confirmatory factorial analyses were carried out in a measurement model to identify the presence of constructs and items of high homogeneity. The results showed an acceptable to a good fit in the final model, which consisted of 15 latent constructs, and also showed invariance for school administrative dependencies and invariance for sex. All the above implies a contribution to the public organisms that create standardized tests along with the investigation in compulsory secondary education measurement to prevent future violent behaviors, contribute to reducing interpersonal violence, and improve the well-being of the educational community.
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Affiliation(s)
- Mónica Bravo-Sanzana
- Núcleo Científico Tecnológico en Ciencias Sociales y Humanidades, Universidad de La Frontera, Temuco, Chile
| | - Edgardo Miranda-Zapata
- Núcleo Científico Tecnológico en Ciencias Sociales y Humanidades, Universidad de La Frontera, Temuco, Chile
| | - Horacio Miranda
- Departamento de Producción Agropecuaria, Universidad de La Frontera, Temuco, Chile
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36
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Lunder MM, Tharaldsen KB. Following up with bullied pupils: perceptions from young adults in Norway who were previously exposed to bullying. EMOTIONAL AND BEHAVIOURAL DIFFICULTIES 2020. [DOI: 10.1080/13632752.2020.1854514] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Affiliation(s)
- Mari Markussen Lunder
- Norwegian Centre for Learning Environment and Behavioral Research in Education, University of Stavanger , Stavanger, Norway
| | - Kjersti Balle Tharaldsen
- Norwegian Centre for Learning Environment and Behavioral Research in Education, University of Stavanger , Stavanger, Norway
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37
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Support or Punishment Practices: What Works to Reduce School Violence. SOCIAL SCIENCES-BASEL 2020. [DOI: 10.3390/socsci9120220] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
School culture and violence have garnered much public and scholarly attention in recent years. Research in the area has focused on the extent to which strict enforcement of school policies and the law results in safer schools. Other research focuses on providing more supportive, less enforcement-oriented environments for students. We advance this work by using a sample of 2092 respondents from public schools in the United States from the 2015–2016 school survey on crime and safety from the Department of Education. There were several statistically significant supportive practices that reduced violent incidents and disciplinary actions for violence, and the findings generally suggest that punitive policies were not effective in increasing campus safety while controlling for relevant security practices and school contextual variables.
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38
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Huang FL, Eddy CL, Camp E. The Role of the Perceptions of School Climate and Teacher Victimization by Students. JOURNAL OF INTERPERSONAL VIOLENCE 2020; 35:5526-5551. [PMID: 29294852 DOI: 10.1177/0886260517721898] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
Violence directed toward teachers in schools is relatively understudied in comparison with other school-based forms of peer aggression (e.g., school bullying). Based on the nationally representative Schools and Staffing Survey (SASS) 2011-2012, approximately 10% of K-12 public school teachers in the United States, received a threat in the past 12 months and 6% reported being physically attacked. The effects of teacher-directed violence are far reaching and affect not just the victimized teacher, but the larger community itself. In the current study, we used multilevel logistic regression models with state fixed effects to analyze the SASS data set. The analytic sample consisted of 24,070 K-12 teachers in 4,610 public schools and specifically excluded special education teachers and teachers in alternative settings (i.e., online schools, special education centers, juvenile correction facilities). Guided by authoritative school climate theory, we tested for the beneficial associations of disciplinary structure and administrative support with the reduced likelihood of a teacher being threatened or physically attacked by a student, while controlling for teacher (e.g., gender, years of experience, race/ethnicity), school (e.g., school size, percent minority enrollment), and state-level factors. Results indicated that teachers who felt supported by the administration and worked with others (i.e., the principal and other teachers) who enforced the rules consistently were less likely to be victims of threats of injury or physical attacks. Although school climate has been shown to have a positive effect on student outcomes, the current study also suggests that school climate, characterized by consistent rule enforcement and supportive administrators and teachers, may play a role in reducing the likelihood of teacher victimization.
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39
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Ball J, Edwards R, Sim D, Cook H, Denny S. What explains the decline in adolescent binge-drinking in New Zealand? THE INTERNATIONAL JOURNAL OF DRUG POLICY 2020; 84:102826. [DOI: 10.1016/j.drugpo.2020.102826] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/06/2019] [Revised: 05/29/2020] [Accepted: 06/03/2020] [Indexed: 01/24/2023]
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40
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Kearney CA, Sanmartín R, Gonzálvez C. The School Climate and Academic Mindset Inventory (SCAMI): Confirmatory Factor Analysis and Invariance Across Demographic Groups. Front Psychol 2020; 11:2061. [PMID: 32922344 PMCID: PMC7457034 DOI: 10.3389/fpsyg.2020.02061] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/24/2020] [Accepted: 07/24/2020] [Indexed: 11/25/2022] Open
Abstract
School climate is a multidimensional construct of the quality of a student’s academic environment, often subsuming dimensions such as safety, instructional practices, social relationships, school facilities, and school connectedness. Positive school climate has beneficial effects on a wide range of adjustment variables in youth, including academic achievement, mental health, school attendance and graduation, and school-based behavior. Studies regarding school climate assessment have burgeoned in recent years but remain marked by limited sample sizes, narrow developmental levels, restricted items, unclear psychometric strength across multiple demographic groups, and lack of integration with key student education contextual factors such as academic mindset and social emotional learning. The present study evaluated a comprehensive measure of aspects of school climate, academic mindset, and social emotional learning in a sample of 105,379 diverse students (Mage = 13.47 years; SD = 2.47). The 9-factor structure of the School Climate and Academic Mindset Inventory was supported via confirmatory factor analysis. A trimmed model displayed adequate goodness-of-fit for males and females, younger age groups, and European American, biracial/multiracial, Hispanic, Native American, and Native Hawaiian/Pacific Islander students. The trimmed model was slightly less strong for older age groups as well as for African American and Asian American students. The scale may be useful for assessing school climate interventions, longitudinal climate patterns, and school-based algorithms of future performance, though additional validation of the scale remains necessary.
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Affiliation(s)
- Christopher A Kearney
- Department of Psychology, University of Nevada, Las Vegas, Las Vegas, NV, United States
| | - Ricardo Sanmartín
- Department of Developmental Psychology and Teaching, University of Alicante, Alicante, Spain
| | - Carolina Gonzálvez
- Department of Developmental Psychology and Teaching, University of Alicante, Alicante, Spain
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Gálvez-Nieto JL, Vera-Bachmann D, Trizano-Hermosilla Í, Polanco-Levican K, Briceño-Olivera C. Adaptation and Validation of the School Climate and School Identification Measure-Student Scale (SCASIM-St) in a Sample of Chilean Adolescents. Front Psychol 2020; 11:1561. [PMID: 32733340 PMCID: PMC7358617 DOI: 10.3389/fpsyg.2020.01561] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/11/2019] [Accepted: 06/10/2020] [Indexed: 11/13/2022] Open
Abstract
The school climate construct has been linked to a series of positive outcomes in adolescence; however, the few validated instruments in Spanish have a fragile theoretical base. Consequently, the aim of this study was to adapt and validate the dual School Climate and School Identification Measure-Student (SCASIM-St) scale in a sample of Chilean adolescents. First, a linguistic adaptation of the instrument was completed, followed by a cross-sectional study; 1,456 students of both sexes participated in the study (41.1% boys and 58.9% girls), with an average age of 15.76 years (SD = 1.42), representing 17 secondary schools in Chile. Three confirmatory factor models were contrasted, the one with the best fit supported the originally proposed structure. The evidence of external criterion validity, confirmed through the Authoritative School Climate Survey (ASCS), showed a significant positive relationship between the two measures. This study verified the psychometric quality for the SCASIM-St scale, allowing for its use in the Chilean context. This instrument provides a measurement tool with a solid theoretical base that can be used in the Chilean context.
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Are School Substance Use Policy Violation Disciplinary Consequences Associated with Student Engagement in Cannabis? INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17155549. [PMID: 32751948 PMCID: PMC7432868 DOI: 10.3390/ijerph17155549] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/10/2020] [Revised: 07/27/2020] [Accepted: 07/28/2020] [Indexed: 11/16/2022]
Abstract
Schools are increasingly concerned about student cannabis use with the recent legalization in Canada; however, little is known about how to effectively intervene when students violate school substance use policies. The purpose of this study is to assess the disciplinary approaches present in secondary schools prior to cannabis legalization and examine associations with youth cannabis use. This study used Year 6 (2017/2018) data from the COMPASS (Cannabis use, Obesity, Mental Health, Physical Activity, Alcohol use, Smoking, Sedentary behavior) study including 66,434 students in grades 9 through 12 and the 122 secondary schools they attend in British Columbia, Alberta, Ontario, and Quebec. Student questionnaires assessed youth cannabis use and school administrator surveys assessed potential use of 14 cannabis use policy violation disciplinary consequences through a ("check all that apply") question. Regression models tested the association between school disciplinary approaches and student cannabis use with student- (grade, sex, ethnicity, tobacco use, binge drinking) and school-level covariates (province, school area household median income). For first-offence violations of school cannabis policies, the vast majority of schools selected confiscating the product (93%), informing parents (93%), alerting police (80%), and suspending students from school (85%), among their disciplinary response options. Few schools indicated requiring students to help around the school (5%), issuing a fine (7%), or assigning additional class work (8%) as potential consequences. The mean number of total first-offence consequences selected by schools was 7.23 (SD = 2.14). Overall, 92% of schools reported always using a progressive disciplinary approach in which sanctions get stronger with subsequent violations. Students were less likely to report current cannabis use if they attended schools that indicated assigning additional class work (OR 0.57, 95% CI (0.38, 0.84)) or alerting the police (OR 0.81, 95% CI (0.67, 0.98)) among their potential first-offence consequences, or reported always using the progressive discipline approach (OR 0.77, 95% CI (0.62, 0.96)) for subsequent cannabis policy violations. In conclusion, results reveal the school disciplinary context in regard to cannabis policy violations in the year immediately preceding legalization. Various consequences for cannabis policy violations were being used by schools, yet negligible association resulted between the type of first-offence consequences included in a school's range of disciplinary approaches and student cannabis use.
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Daily SM, Mann MJ, Lilly CL, Bias TK, Smith ML, Kristjansson AL. School Climate as a Universal Intervention to Prevent Substance Use Initiation in Early Adolescence: A Longitudinal Study. HEALTH EDUCATION & BEHAVIOR 2020; 47:402-411. [PMID: 32281413 DOI: 10.1177/1090198120914250] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Initiation of substance use often starts during adolescence, with tobacco and alcohol use frequently preceding the use of marijuana and other illicit drugs. Studies suggest that a positive school climate may prevent substance use while promoting healthy student behaviors. The purpose of this study was to determine the longitudinal associations between school climate and substance use initiation in a group of middle school students. Parallel latent growth curve modeling was used to examine changes among study variables longitudinally using a sample of 2,097 sixth-, seventh-, and eighth-grade students across 16 regional schools located in three counties in West Virginia. Results suggest that a positive school climate may prevent substance use initiation (β = -0.07 to -0.25, p < .01). However, perceptions of school climate decreased on their own over time (β = -0.28 to -0.66, p < .01). Furthermore, substance use initiation also increased as students grew older (β = 0.96 to 0.99, p < .01) and reduced the effects of school climate longitudinally (β = -0.07 to -0.24, p < .01). Early substance use initiation may be a warning sign of other underlying student issues and requires additional school support to foster student success. Findings suggest that a positive school climate may delay substance use initiation and promote school success. School climate may, therefore, be useful as an intervention to support school-based health promotion.
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Moore H, Astor RA, Benbenishty R. Role of school-climate in school-based violence among homeless and nonhomeless students: Individual- and school-level analysis. CHILD ABUSE & NEGLECT 2020; 102:104378. [PMID: 32062424 DOI: 10.1016/j.chiabu.2020.104378] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/23/2019] [Revised: 11/30/2019] [Accepted: 01/13/2020] [Indexed: 06/10/2023]
Abstract
BACKGROUND Research is scarce regarding homeless students' school-violence experiences, specifically while considering the role of school-climate and the different groups within the homeless student population. Understanding the relation between school-violence and school-climate might help towards the development of support for homeless students. OBJECTIVE Examine the association between school-climate components, homelessness and school discriminatory bullying, behavioral victimization and weapon involvement at the student and school levels. PARTICIPANTS 389,569 high school students and 811 schools from a representative California statewide sample (2011-2013). METHODS Bivariate and multivariate analyses were used to examine differences between the subgroups of homeless students as compared to nonhomeless students. Hierarchical logistic regressions were conducted to examine the relation between school-climate and discriminatory bullying, behavioral victimization and weapon involvement in school at the individual level, and hierarchical linear regressions were conducted at the school level. RESULTS At the student level adding school-climate dimensions contributed significantly to each outcome. Positive school-climate was associated with lower rates of all school-violence outcomes. Safety, positive relationship and connectedness were all significantly negatively associated with the outcomes, especially safety. At the school level, the partial linear regression coefficient of school-climate is negative and significantly (p < .001) decreases discriminatory bullying, behavioral discrimination and gun involvement. CONCLUSION Positive school-climate serves as a protective factor for homeless students with regards to school violence outcomes. Enhancing whole-school interventions improving school-climate at the school level, would benefit students experiencing homelessness.
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Affiliation(s)
- Hadass Moore
- The Baerwald School of Social Work and Social Welfare, Hebrew University of Jerusalem, The Hebrew University, Mt. Scopus, Jerusalem, 9190501, Israel.
| | - Ron Avi Astor
- Luskin School of Public Affairs, Graduate School of Education and Information Science, University of California Los Angeles, 3255 Charles E. Young Drive East, Los Angeles, CA, 90095, USA.
| | - Rami Benbenishty
- The Baerwald School of Social Work and Social Welfare, Hebrew University of Jerusalem, The Hebrew University, Mt. Scopus, Jerusalem, 9190501, Israel; Universidad Andres Bello, Chile.
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Alinsunurin J. School learning climate in the lens of parental involvement and school leadership: lessons for inclusiveness among public schools. SMART LEARNING ENVIRONMENTS 2020; 7:25. [PMCID: PMC7504873 DOI: 10.1186/s40561-020-00139-2] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/05/2020] [Accepted: 09/09/2020] [Indexed: 06/13/2023]
Abstract
Prior literature has shown that school learning climate is critical in helping individual learners meet their educational objectives. In this paper, the role of parental involvement in shaping the school learning climate is explored within a multilevel and hierarchical modeling framework using data from the 2015 PISA round. As the schools’ social and relational character, we find that reducing learning barriers is a critical challenge for school leadership. A welcoming environment for parents, as well as the effective design of effective forms of two-way communications, are positively associated with a substantial reduction in the barriers to improving teacher management’s learning climate. We also find that public schools facing social and educational inclusiveness challenges can dramatically enhance their learning environment by activating specific parental involvement mechanisms. Similarly, principal’s leadership in framing and communicating goals and curricular development to the school is also found to be significant for inclusiveness. However, parental involvement is also found to have potential tensions with school management. The worsening of the learning climate may arise due to pressures brought about by laws requiring parental involvement in schools. Because the learning climate is composed of a wide variety of relationships between and within schools, this work demonstrates that parental involvement is an integral part of school leadership and the school improvement process. Further research attention is encouraged to understand the tensions between teacher roles, principal leadership, and parental involvement through employing other quantitative or qualitative research designs.
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Affiliation(s)
- Jason Alinsunurin
- Dipartimento di Scienze Aziendali, Università degli Studi di Bologna, 40126 Bologna, Italy
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László KD, Andersson F, Galanti MR. School climate and mental health among Swedish adolescents: a multilevel longitudinal study. BMC Public Health 2019; 19:1695. [PMID: 31847899 PMCID: PMC6918582 DOI: 10.1186/s12889-019-8018-0] [Citation(s) in RCA: 16] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/08/2019] [Accepted: 11/28/2019] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND School is one of the most formative institutions for adolescents' development, but whether school environment affects mental health is uncertain. We investigated the association between the school's pedagogical and social climate and individual-level mental health in adolescence. METHODS We studied 3416 adolescents from 94 schools involved in KUPOL, a longitudinal study conducted in eight regions in Sweden. School climate was reported by the school's teaching personnel and by the final year students using the teacher and the student versions of the Pedagogical and Social Climate Questionnaire, respectively. Index persons' mental health was assessed with the Center for Epidemiological Studies Depression Scale for Children and the Strengths and Difficulties Questionnaire. We performed multilevel logistic regression models adjusted for individual, familial and school-level confounders measured in grade 7 and exposure and outcome measured in grades 8 and 9. RESULTS The adjusted odds ratios and 95% confidence intervals comparing the middle and the high to the lowest tertile of the total teacher school climate score were 1.47 (1.10-1.97) and 1.52 (1.11-2.09) for depressive symptoms and 1.50 (1.08-2.08) and 1.64 (1.16-2.33) for the total strengths and difficulties score. In contrast, there was no association between total student school climate score and mental health. CONCLUSIONS We found that teacher-, but not student-rated school climate was associated with an increased risk of poor mental health at the student level; the association was most pronounced for internalizing problems. Given schools' importance for adolescents' development, further studies are needed to clarify the mechanisms underlying the observed association.
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Affiliation(s)
- Krisztina D László
- Department of Public Health Sciences, Karolinska Institutet, Tomtebodavägen 18A, level 3, 17177, Stockholm, Sweden.
| | - Filip Andersson
- Department of Public Health Sciences, Karolinska Institutet, Tomtebodavägen 18A, level 3, 17177, Stockholm, Sweden.,Center for Epidemiology and Community Medicine, Stockholm County Council, Solnavägen 1E (Torsplan), 113 65, Stockholm, Sweden
| | - Maria Rosaria Galanti
- Department of Public Health Sciences, Karolinska Institutet, Tomtebodavägen 18A, level 3, 17177, Stockholm, Sweden.,Center for Epidemiology and Community Medicine, Stockholm County Council, Solnavägen 1E (Torsplan), 113 65, Stockholm, Sweden
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The predictive value of school climate and teacher techniques on students’ just world beliefs: a comprehensive Brazilian sample. SOCIAL PSYCHOLOGY OF EDUCATION 2019. [DOI: 10.1007/s11218-019-09524-3] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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Lo Curto M, Maggio MC, Campisi F, Corsello G. The correlation of functional pain and psychological distress: a study in Italian school students. Ital J Pediatr 2019; 45:81. [PMID: 31300026 PMCID: PMC6626322 DOI: 10.1186/s13052-019-0668-0] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/12/2019] [Accepted: 06/17/2019] [Indexed: 12/31/2022] Open
Abstract
Background Functional Pain (not detectable organic cause) is often associated with psychological problems and, according to literature, it can lead to severe manifestations. The purpose of the study was to investigate the correlation between functional pain and psychological disagreement, in a series of school students. Methods An observational questionnaire-based study was performed. A questionnaire was given to a group of students of primary school; the following data were collected in the questionnaire: a) sex and age; b) functional pain; c) relation with relatives, teachers and schoolfellows: d) school failure. Statistical methods: P-value of concordance test and P-value of correlation have been performed with MINITAB 15.1 software. Results Eight hundred nine students, 354 females, 455 males, median age 14 years, participated to the study. Functional Pain was referred from 537/809 students (66%): 265 Females, 272 males: p = 0.155. The difference between the number of pain episodes in females vs. males was statistically significant (p = 0,511), as pain intensity vs. the number of episodes in females (p = 0.001). The most frequent location of pain was abdomen in females, limbs in males. Psychological disagreement was referred from 513/809 students (63%) (260 females; 253 males: p = 0,150). Psychological disagreement was reported with parents (19); siblings (22); other relatives (18); teachers: 42, schoolfellows: 366, relatives as well as school fellows: 46. The correlation between disagreement and functional pain in all the students included in the study was statistically significant (p < 0.001). Conclusions most students reported psychological disagreement and pain. The most frequent cause of disagreement was schoolfellows’ behaviour. The study shows a student’s lack of discussing of their problems with parents, teachers, peer. According to literature, confiance would be a useful treatment for avoiding psychological disagreements and functional pain.
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Affiliation(s)
- Margherita Lo Curto
- School of Specialisation in Paediatrics, University of Palermo, Palermo, Italy
| | - Maria Cristina Maggio
- Department of Health Promotion Sciences Maternal and Infantile Care, Internal Medicine and Medical Specialities "G. D'Alessandro", University of Palermo, Palermo, Italy. .,Ospedale dei Bambini G. Di Cristina, via Benedettini 1, 90143, Palermo, Italy.
| | - Fabio Campisi
- Department of Health Promotion Sciences Maternal and Infantile Care, Internal Medicine and Medical Specialities "G. D'Alessandro", University of Palermo, Palermo, Italy
| | - Giovanni Corsello
- Department of Health Promotion Sciences Maternal and Infantile Care, Internal Medicine and Medical Specialities "G. D'Alessandro", University of Palermo, Palermo, Italy
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Teacher Authority in Long-Lasting Cases of Bullying: A Qualitative Study from Norway and Ireland. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2019; 16:ijerph16071163. [PMID: 30935153 PMCID: PMC6480765 DOI: 10.3390/ijerph16071163] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 02/15/2019] [Revised: 03/27/2019] [Accepted: 03/29/2019] [Indexed: 11/24/2022]
Abstract
A growing body of research shows a correlation between an authoritative school climate and lower levels of bullying. One objective of this study is to conceptualize authoritative intervention in bullying cases. A second goal is to explore whether, and how, the pupils, having experienced traditional and/or cyber victimization, perceive that the class teacher is demonstrating authoritative leadership when intervening in long-lasting cases of bullying. Class teacher refers to the teacher that has a special responsibility for the class. The article presents the findings from nine semi-structured interviews with four Irish and five Norwegian pupils. The informants were between 12 to 18 years of age and had experienced either traditional victimization or both traditional and cyber victimization for 1 to 7 years. The informants were selected because their cases had been reported as resolved. The findings showed no descriptions of the class teacher that appeared to fit with the authoritative style of leadership, both high on warmth and control. The possible practical implications of these findings are discussed.
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Thornberg R, Wänström L, Jungert T. Authoritative classroom climate and its relations to bullying victimization and bystander behaviors. SCHOOL PSYCHOLOGY INTERNATIONAL 2018. [DOI: 10.1177/0143034318809762] [Citation(s) in RCA: 25] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/09/2023]
Abstract
Authoritative school climates have been associated with less school bullying and other antisocial behaviors. However, studies focusing on the classroom level, as well as on bystander behaviors, are lacking. The aim of the current study was to examine whether authoritative classroom climates were associated with bullying victimization and various bystander behaviors (reinforcer, outsider, and defender behaviors) in school bullying. We included gender as a covariate at the individual and classroom levels. Participants were 1540 5th-grade students (824 girls) from 104 classrooms in Sweden who completed a questionnaire. The findings revealed that girls and students in classes with greater authoritative classroom climates were more inclined to defend. Boys reinforced more as did students in classes with more boys and more authoritative classroom climates. Boys showed more outsider behaviors as did students in classes with less authoritative classroom climates. Students in classrooms with less authoritative climates were victimized to a higher degree. Thus, the current findings suggest that a warm, caring, supportive, controlled, demanding, and cohesive classroom climate should be considered a vital protective factor against bullying victimization and negative bystander responses, and a facilitator of defending and supporting victims.
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