School Nurse Leadership and the Implementation of School-Based Support for LGBTQ+ Students

In 2021, the National Association of School Nurses published an updated position statement affirming the unique position of school nurses to support the health and well-being of lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ+) students who are faced with a variety of health disparities rooted in experiences of stigma, discrimination, and bias. The 5-year cluster randomized controlled trial "Reducing LGBTQ+ Adolescent Suicide" leveraged school nurses as leaders to facilitate the uptake of six evidence-informed, LGBTQ-supportive practices in New Mexico high schools. We analyzed 5 years of interview data from 24 school nurses in 13 intervention schools to examine what factors impacted their ability to serve as an effective leader for this initiative. Several factors including job characteristics, leadership and organizational skills, relationships and reputation, and personal commitments emerged from analysis. Contextual factors, such as working in urban or rural school, and the size of the school also influenced nurses' leadership.

COVID-19 School Closures: Disruptions in School-Based Support Services and Socioemotional Loss Among Middle School Students

BACKGROUND

In the United States (U.S.), 77% of school district leaders reported that their students had fallen behind in their social-emotional development due to COVID-19 school closures. Although research has measured indicators of social-emotional well-being from the perspective of other informants, little is known about student perceptions of perceived changes in their socioemotional competencies and, to a lesser degree, their nonacademic needs.

AIMS

The current study examined middle school students' nonacademic needs, perceptions of socioemotional competencies, and predictors of "socioemotional loss."

MATERIALS & METHODS

The authors utilized secondary data from 395 middle school students gathered in August 2020 and November 2020 in one large middle school in the southern region of the U.S. Multivariate and linear regression analyses explored students' nonacademic needs, assessed changes in perceptions of their socioemotional competencies over time, and identified predictors of "socioemotional loss" during the "return to learn" period.

RESULTS

Our findings indicated that 3% to 14% of students reported nonacademic needs, with the greatest needs related to food, housing, and healthcare. Further, 48% of students reported perceived losses in their socioemotional competencies, and students formerly receiving school-based support services were those most affected (71% vs. 46%, p = .01). Among the subgroup reporting losses, living in a single-parent household significantly predicted socioemotional loss (β = -.16, p = .02).

DISCUSSION

School-based practitioners, including educators, policymakers, social workers, and mental health providers, can utilize these findings to deliver interventions to students that experienced hardships during the pandemic.

CONCLUSION

Responding to these risks will be critical as schools adapt and intervene in response to the COVID-19 pandemic.

Psychometric Evaluation of the School Climate and School Identification Measure-Student on Chilean Students: A Bifactor Model Approach

School climate is a relevant construct for understanding social relations at school. The SCASIM-St has been widely defined as a multidimensional construct; however, new factor structures have not been explored through evidence that allows for interpreting school climate scores from an approach that respects the multidimensionality of the scale and, at the same time, allows for identifying the degree of essential unidimensionality in the data. Consequently, the objective was to analyze the psychometric properties of the SCASIM-St from a bifactor model approach, evaluating the influence of a general school climate factor versus five specific factors. The study involved 1860 students of both sexes (42% males and 58% females), with an average age of 16.63 years (SD = 0.664), from 17 secondary schools in Chile. The results obtained by a confirmatory factor analysis provided evidence that the best model was the bifactor model for the 38 items, with one general factor and five specific factors. The Explained Common Variance (ECV) values and reliability levels by hierarchical omega accounted for a strong general school climate factor with high levels of reliability. Evidence of external criterion validity, assessed through the attitude toward authority scale (AIA-A), showed a theoretically expected and significant relationship between the factors of both instruments. This study confirmed the psychometric robustness of the SCASIM-St scale by means of a bifactor model, allowing for a new, essentially unidimensional interpretation of the scale scores and providing an instrument to measure school climate in Chile.

How teacher-student closeness and conflict contributes to mathematical problem solving in Chinese adolescents: a multilevel moderated mediation model of self-efficacy and school climate

The current study investigated how and when two different aspects of teacher-student relationship (TSR; closeness and conflict) influence students' mathematical problem solving ability. Participants were 9163 eighth-grade Chinese adolescents (53.5% male) nested in 908 schools, who took part in a standard mathematics assessment and survey using student questionnaires that were all developed by the Collaborative Innovation Center of Assessment toward Basic Education Quality (CICA-BEQ) in China in 2015. The results indicated that (a) after controlling the factors of gender and SES, teacher-student closeness had a significant and positive effect on mathematical problem solving, while teacher-student conflict did not, (b) the mediating role of mathematical self-efficacy in the relationships of TSRs and mathematical problem solving was confirmed, and (c) school climate negatively moderated the indirect relationships between TSRs and mathematical problem solving.

Prevalence and predictors of benevolent childhood experiences among a representative sample of young people

Emerging research evidence suggests that benevolent childhood experiences (BCEs) may partly explain more favourable mental health outcomes among individuals affected by adverse childhood experiences (ACEs). However, much of this research has focused on adult populations. Consequently, this study sought to provide the first rigorous assessment of the prevalence and predictors of BCEs using a nationally representative sample of young people from Northern Ireland (NI). Participants were 11-19-years-olds (N = 1293) who participated in the NI Youth Wellbeing Prevalence Survey (NI-YWS, 2020). Prevalence rates, gender differences and predictors of BCEs were investigated. Results revealed how most of the sample experienced multiple BCEs (95%, n = 1084), with females reporting higher levels of BCEs. Significant positive predictors of BCEs were female gender, parental education, living with both biological parents, and living in areas with lower deprivation, while significant negative predictors of BCEs included family being in receipt of social welfare and older age. Overall, this study highlights how BCEs are common, while the identification of factors associated with likelihood of having positive experiences during early development provides novel insights into those young people who may be at greater risk for maladaptive psychological outcomes.

School climate's effect on hospitality department students' aesthetic experience, professional identity and innovative behavior

This study investigated the effects of school climate and students' aesthetic experience on their professional identity and innovative behavior. A survey was conducted with 385 students from hospitality-related departments of colleges and universities in Hainan, China, and the data were analyzed using a hierarchical linear model (HLM). Using the criteria constituting the students' aesthetic experience scale proposed by Chang, it was found that teacher support can improve students' professional identity; school climate and students' understanding of beauty and full experience contribute to the development of students' innovative behavior; students' understanding of beauty and full experience have mediating effects between teacher support and professional cognition; students' understanding of beauty and full experience have mediating effects between student support and innovative behavior; student support positively moderates the relationships between full experience with professional cognition and students' appraisal of the hospitality industry; and teacher support positively moderates the relationship between students' full experience and professional emotion. Therefore, teacher support under school climate and students' understanding of beauty and full experience under aesthetic experience were the most important factors in enhancing hospitality department students' professional identity and innovative behavior.

Growing leaders from below: Identity-based worker education and identity-leader ability among self-employed women in India

Informal and unregulated work is the norm rather than the exception in emerging economies. This study was conducted in India where nine out of 10 women are occupied in informal, unregulated work, and are vulnerable to low-wages, exploitation, and interconnected cultural and social-economic injustices. The Self-Employed Women's Association (SEWA) and their education wing the Indian Academy of Self-Employed Women encourage their members to self-define as "self-employed workers" and facilitate identity-based worker education and leadership training. Drawing on insights from the Social Identity Approach to Learning and the New Psychology of Leadership this cross-sectional study (N = 300) explored if this shared social identity significantly predicted participants perceived identity-leadership ability. We further explored if this relationship was partially explained by SEWA norms, values, and beliefs, developed during learning, and measured as "awareness of gendered inequality", "injustice consciousness", and "collective efficacy". A parallel mediation analysis found a direct relationship between "self-employed women identity" and "identity-leader ability" and indirect relationships through "awareness of gendered inequality" and "collective efficacy". No indirect path was evident through "injustice consciousness". The theoretical and practical implications of an identity-based approach to worker education and leader training among vulnerable workers, are discussed.

Improvements in climate and satisfaction after implementing a quality management system in education

The overall aim of this study is to evaluate the impact of applying ISO:9001 on the school climate and satisfaction in schools. This was done by using a Likert-type evaluation instrument consisting of 21 items with an excellent reliability score for the general scale (Cronbach α = 0.955) and specifically for the school climate dimension (α = 0.969) and school satisfaction (α = 0.927). The instrument was applied to a sample of 2189 subjects (1881 teachers and 308 members of the school management team) at 85 schools in Spain where ISO:9001 has been implemented for at least 3 years. The results show that implementation of this QMS has generally had a medium level impact on school climate and on satisfaction among the teachers, students, and families at the schools in the sample. Moreover, descriptive and differential analyses have been carried out to identify any significant differences in the impact of implementing the QMS on improvements in the two dimensions as a function of the position, gender, seniority at the school, ownership, and size of the school, and length of time with the QMS implemented there. In addition, other analyses were carried out using single-variant general linear models that revealed an effect of interaction between the variables of position and age. Furthermore, cluster analyses were also performed to identify three teacher and management profiles attending to the levels of improvement brought about from implanting the QMS on the dimensions under study.

The importance of prototype similarity for physical activity: Cross-sectional and longitudinal associations in a large sample of young adolescents

OBJECTIVES

Physical activity declines during adolescence. The Theory of Planned Behaviour (TPB) is a useful framework for investigating activity but leaves variance unexplained. We explored the utility of a dual-process approach using the TPB and the Prototype Willingness Model (PWM) to investigate correlates of physical activity, and 1-year change in physical activity, among a large sample of adolescents.

DESIGN

A cross-sectional and longitudinal analysis of baseline and follow-up data from the Fit to Study cluster-randomized trial.

METHODS

A total of 9,699 secondary school pupils at baseline and 4,632 at follow-up (mean age = 12.5 years) completed measures of past week physical activity and constructs from both behaviour-change models, at time-points 1 year apart. Cross-sectional analyses used multilevel, stepwise regression models to measure the strength of associations between model constructs and physical activity, and variance in behaviour explained by PWM over and above TPB. In longitudinal analyses, change scores were calculated by subtracting follow-up from baseline scores. Models controlling for trial treatment status measured the strength of associations between change scores, and variance explained.

RESULTS

At baseline, after controlling for past behaviour, physically active prototype similarity had the strongest relationship with activity after the intention to be active. Change in prototype similarity had the strongest relationship with change in activity after the change in intention and attitudes. Prototype perceptions and willingness explained additional variance in behaviour.

CONCLUSION

A dual-process model incorporating prototype perceptions could more usefully predict physical activity than models based on rational expectations alone. Behaviour-change interventions promoting an active self-image could be tested for effects on physical activity.

Perception of school climate, academic performance and risk behaviors in adolescence

Previous studies support the relevance of students' perception of positive and negative school climate to learning processes and adolescents' adjustment. School climate is affected by both the interactions that are established within the classroom, and by the teachers' behaviors. This study has the overall objective of investigating the relationship between the perception of positive and negative school climate and students' (mal)adjustment during adolescence. Participants were 105 Italian adolescents (52.5% boys, mean age = 15.56,SD = .77) who responded for 15 consecutive days (ecological momentary assessment) to questions related to their perception of positive and negative school climate (Time 1). After one year (Time 2), students' academic performance reported by mothers and fathers and adolescents' self-reported propensity to engage in risk behaviors were examined. Four hierarchical regression models were implemented considering the mean and the instability levels (RMSSD) of the perception of positive and negative school climate as independent variables and, respectively, academic performance and risk behaviors as dependent variables. Results suggest that a higher perception of positive school climate and its instability predict higher academic performance one year later, while a higher perception of negative school climate and its instability predict higher risk behaviors. This study provides an innovative perspective to reflect on the relationship between students' perceptions of school climate and adolescents' (mal)adjustment.

Evaluation of the Metric Properties of the Delaware School Climate Survey – Student: A Study in a Sample of Serbian High School Students

The present study examined the metric properties of the Delaware School Climate Survey – Student (DSCS-S) using a sample of 1524 Serbian high school students. Of the total number of participants, 764 were male and 760 were female with age ranging from 16 to 20 years ( M = 17.67, SD = 0.65). Confirmatory factor analysis (CFA) demonstrated that a seven-factor model of school climate has an adequate fit with the data. Furthermore, measurement invariance of the DSCS-S across gender was supported. Results revealed significant latent mean differences between male and female students on most dimensions of the school climate. Convergent validity of the DSCS-S was established by correlations of its dimensions with students’ academic achievement and attachment to school. Taken together, the findings of the present study indicate that the DSCS-S has the potential to be applied in measuring school climate in the Serbian educational context.

Youth well-being predicts later academic success

Young people worldwide face new challenges as climate change and complex family structures disrupt societies. These challenges impact on youth's subjective well-being, with evidence of decline across many countries. While the burden of negative well-being on productivity is widely examined amongst adults, its cost among youth remains understudied. The current research comprehensively investigates the relationship between youth subjective well-being and standardized academic test scores. We use highly controlled machine learning models on a moderately-sized high-school student sample (N ~ 3400), with a composite subjective well-being index (composed of depression, anxiety and positive affect), to show that students with greater well-being are more likely to have higher academic scores 7-8 months later (on Numeracy: β* = .033, p = .020). This effect emerges while also accounting for previous test scores and other confounding factors. Further analyses with each well-being measure, suggests that youth who experience greater depression have lower academic achievement (Numeracy: β* = - .045, p = .013; Reading: β* = - .033, p = .028). By quantifying the impact of youth well-being, and in particular of lowering depression, this research highlights its importance for the next generation's health and productivity.

‘It’s a life-changing point for me’: critical consciousness, collective empowerment and global awareness as activist identity change in ‘popular education’

The Youth Global Awareness Programme (YGAP) is a 2-week residential ‘popular education’ programme for young, diverse, international, labour movement activists, run by the International Federation of Workers Education Associations in Cape Town, South Africa. In this mixed method study (N = 47), we draw on the Social Identity Approach to Education and Learning. We propose that the participatory, peer-to-peer learning during YGAP leads to activist identity change, where critical consciousness, collective empowerment and global awareness develop as group norms. The first longitudinal questionnaire study found significant increases in activist identity and critical consciousness, which predicted increased collective empowerment. In the second focus group study, data were analysed with reflexive thematic analysis and two themes provide compelling evidence of learning during YGAP as identity change processes. Participants’ commonalities and differences enhanced activist identities with global awareness. Simultaneously, new knowledge, passion, hope and connection to a global activist community created collective empowerment.

School Belonging and Reading Literacy: A Multilevel Moderated Mediation Model

School belonging is of great significance to students' physical and mental health development, especially academic improvement. However, the mechanism of the influence of school belonging on student academic achievement should be further explored, especially reading performance. Based on ecological systems theory and self-determination theory, the present research constructs a multilevel design to examine a moderated mediation model in which school belonging as a level-1 predictor, mastery goal orientation as a level-1 mediator and school disciplinary climate as a level-2 moderator jointly impact reading literacy. Results of the study were based on the questionnaires from 11,364 (5,455 girls and 5,909 boys) 15-year-olds nested in 332 schools in mainland China that participated in PISA 2018. The cross-sectional analysis indicated that: (1) school belonging had a direct and positive effect on student reading literacy; (2) the relationship between school belonging and reading literacy was prominently mediated by mastery goal orientation; (3) both school disciplinary climate level and strength could negatively moderate the latter half path of "school belonging → mastery goal orientation → reading literacy." Implications, limitations, and future research directions are discussed.

An intersectional examination of the opportunity gap in science: A critical quantitative approach to latent class analysis

This study employs a critical quantitative lens to model intersectionality in quantitative analysis and examine how inequities are perpetuated in U.S. schools. Using the U.S. sample from nationally representative PISA 2015 data, Latent Class Analysis was used to identify intersectional student background groups based on indicators of race/ethnicity, social class, immigration background, language spoken at home, and measures of cultural capital associated with cultural reproduction theory. A regression auxiliary model combined with latent class regression was then used to determine if intersectional group membership moderated the relationship between a covariate, gender, and two distal outcomes: sense of belonging to school and opportunity to learn (OTL) inquiry-based science. Differences between intersectional background groups on the two distal outcomes were also examined. The findings from this study reinforced the use of LCA as a promising method for incorporating intersectionality frameworks in quantitative research designs. Six distinct intersectional background classes were identified and findings revealed evidence of a wealth gap between classes of similar affluency based on parent occupational status and education. In addition to this evidence of systemic inequality, significant gender disparities within classes were found for OTL and sense of belonging.

Connectedness to Family, School, and Neighborhood and Adolescents' Internalizing Symptoms

In the U.S., there is a strong national interest in social connectedness as a key determinant in promoting positive well-being in adolescents through building strong bonds and creating protective relationships that support adolescent mental health. To this end, this study examined whether, and to what extent, specific types of connectedness to family, school, and neighborhood were associated with internalizing symptoms (i.e., depression and anxiety) among a diverse sample of adolescents from disadvantaged backgrounds. The sample (n = 2590) was majority male (51%), with an average age of 15.6 years, and identified as Black (49%) and Hispanic/Latino (26%). The results revealed that adolescents who reported strong connections to their parent (β = -0.128, p < 0.001), school (β = -0.222, p < 0.001), and neighborhood (β = -0.116, p = 0.003) were more likely to report lower levels of depressive symptomology, with school connectedness exerting a greater influence. In addition, parent connectedness (β = -0.157, p < 0.001) and school connectedness (β = -0.166, p < 0.001) were significantly related to teen anxiety; however, neighborhood connectedness was not (β = -0.123, p = 0.087). The findings have important implications, which are discussed.

The Role of School Connectedness in Supporting the Health and Well-Being of Youth: Recommendations for School Nurses

The importance of students feeling connected in school cannot be overstated, as this perception is crucial to support their health and well-being. A lack of school connectedness can lead to adverse physical and mental health outcomes, including bully victimization. Numerous factors, including individual, social, and environmental, influence students' perceived sense of school connectedness. School nurses are well positioned to establish and maintain school connectedness due to their knowledge, accessibility to students, and familiarity with the school environment. This article details the importance of school connectedness and describes the associations between school connectedness, bullying, and mental health. In addition, we offer recommendations geared toward school nurses regarding strengthening school connectedness and promoting a culture of care and inclusivity within school environments, especially salient in the context of the COVID-19 pandemic.

Peer Relatedness, School Satisfaction, and Life Satisfaction in Early Adolescence: A Non-recursive Model

Cumulative evidence suggests that, for children and adolescents, peer relatedness is an essential component of their overall sense of belonging, and correlates with subjective well-being and school-based well-being. However, it remains unclear what the underlying mechanism explaining these relationships is. Therefore, this study examines whether there is a reciprocal effect between school satisfaction and overall life satisfaction (Hypothesis 1), and whether the effect of peer relatedness on life satisfaction is mediated by school satisfaction (Hypothesis 2). A non-recursive model with instrumental variables was tested with econometric and structural equation modeling methodologies, using a cross-sectional sample of n = 5,619 Chilean early adolescents (49.2% girls), aged 10, 11, and 12 (46.13, 44.99, and 8.88% respectively). Results were highly consistent across methods and supported the hypotheses. First, the findings confirmed a significant reciprocal influence between school satisfaction and overall life satisfaction, with a greater impact from school to life satisfaction. Second, the effect of peer relatedness on overall life satisfaction was fully mediated by school satisfaction. The study further suggests the importance of considering reciprocal effects among domain-specific satisfaction and overall life satisfaction and illustrates the application of non-recursive models for this purpose.

An Examination of Peer Victimization and Internalizing Problems through a Racial Equity Lens: Does School Connectedness Matter?

Although research has given ample consideration to the association between peer victimization and internalizing problems, little is known about the mediating and moderating influences on this relationship. This study investigated whether peer victimization at age 9 indirectly related to internalizing problems at age 15 via school connectedness and whether the direct and indirect associations between peer victimization and internalizing problems were moderated by race. Data were drawn from the Fragile Families and Child Wellbeing Study, which included 2467 adolescents. The sample was equally divided between male and female and 82% identified as Black and Hispanic. Results indicated that the predictive effect of peer victimization over a 6-year period on teen depression and anxiety was explained by increased school connectedness. Furthermore, there was a moderating effect of race on the direct effect of school connectedness and teen depression and anxiety. For both White and ethnic minority youth, increased school connectedness was associated with less teen depression and anxiety. However, this effect was weaker for ethnic minority students in comparison to White students in both moderated mediation models. The moderated mediation results for teen anxiety showed a greater differential effect among race. The findings have important implications, which are discussed.

The role of school identification and self-efficacy in school satisfaction among Norwegian high-school students

School satisfaction is a key indicator of education quality in addition to academic achievement and student’s coping efficacy, as well as an important factor to prevent school dropout. The primary aim of this study was to investigate how high-school students’ school identification and self-efficacy were associated with school satisfaction. The study included controls for gender, education programme and parental education level. A self-report questionnaire was administered to high-school students at three upper secondary schools in Norway. The sample included 794 first year students. No respondents refrained from participating in the study. Most of the students in the study were satisfied with school. The current study underscores the importance of school identification. School identification was found to be more important for the students’ school satisfaction than self-efficacy. Moreover, according to the results, teachers’ social identity leadership appears to play an important role in students’ school satisfaction. The findings imply that the teachers’ social identity leadership is imperative in classroom management.

Association Between Group Identification at School and Positive Youth Development: Moderating Role of Rural and Urban Contexts

These studies are framed within Social Identity Theory and the Positive Youth Development approach. The aim is: (1) to analyze the relationship between group identification at school and key positive development variables (such as self-esteem, self-efficacy, assertiveness, empathy, alexithymia, satisfaction with life, and academic performance); and (2) examine the moderator role of context (rural or urban areas of residence) and sex in these relationships. The samples were composed of 246 adolescents from a rural context (Study 1) and 156 students from rural and urban contexts (Study 2). As proposed in our hypotheses, the results show statistically significant relationships between group identification and all the variables considered, higher group identification with the class in the rural context, and a moderator role of the context in the relationships between group identification and satisfaction with life, assertiveness, and empathy. These results are relevant for designing and implementing psychoeducational programs to promote positive youth development in both rural and urban contexts.

Profiles of Adolescent Identity at the Intersection of Ethnic/Racial Identity, American Identity, and Subjective Social Status

Ethnic/racial minority adolescents face the task of forming an identity in relation to their ethnic/racial group as well as to American society, while also developing awareness of their social status relative to salient social groups. Whereas previous studies have investigated individual social identity dimensions or examined how objective measures of ethnicity/race and socioeconomic status intersect, studies that take a holistic and person-centered approach to considering various configurations of multiple social identities with subjective measures have been less common. The current study addresses these gaps and explores profiles of ethnic/racial identity, American identity, and subjective social status among ethnic/racial minority adolescents. Next, differences in discrimination experiences, mental health and academic outcomes across these profiles were examined. Three distinct identity profiles emerged from the data - "weakly identified," "high ethnic/racial identity moderate American identity," and "moderate ethnic/racial identity and American identity." The "weakly identified" demonstrated the highest levels of past discrimination experiences and depressive symptoms, while the "moderate ethnic/racial identity and American identity" group reported the lowest levels of school engagement. Interpretation of the profiles and associated outcomes and implications are discussed.

Measuring School Climate Among Spanish-Speaking Students: A Systematic Review of Primary Methodological Studies

The present study is a systematic review of school climate measures developed for a Spanish-speaking K-12 population. Four instruments were included in the analyses representing data of 9,236 students with a mean of sample size of 2,309 students. Evidences for test content and internal structure were the most frequent representation of psychometric validity. Internal consistency, represented by Cronbach’s alpha, ranged between 0.62 and 0.94. In addition, three instruments were translated from scales developed in the United States as evidence for test content validity. The findings of validity evidence, internal consistency, and context will guide school counselors in deciding the appropriate school climate measure to use among United States Latina/o students in Spanish. Consequently, the school climate assessment will compel school stakeholders to use results to advocate for the growth and inclusivity of Latina/o students.

Classroom identification in ethnic minority and majority students: Effects of relationships and ethnic composition

BACKGROUND

Many studies have shown that school belonging is crucial for students' school adjustment, but the construct has been operationalized in different ways. Moreover, most research has focused on adolescents and not compared its antecedents for ethnic minority versus majority students.

AIMS

Based on Goodenow and Grady's (1993) seminal paper, we examined classroom identification as a central aspect of school belonging in minority and majority preadolescents, and predicted it from relationships with peers and teachers, taking into account classroom ethnic composition and perceived multicultural teaching.

SAMPLE

Participants were 485 grade 4-6 students from 39 classrooms in Dutch primary schools. Of these children, 68 had a Turkish background, 72 had a Moroccan background, and 345 had a native Dutch background.

METHODS

Participants completed questionnaires at two waves (4.5 months apart). We used self-reports to measure classroom identification at both waves, and student-teacher relationship closeness and conflict, multicultural teaching, and peer friendship and rejection at Wave 1. We conducted multilevel analyses to predict classroom identification at Wave 2, while controlling for classroom identification at Wave 1.

RESULTS

Children of all ethnicities reported more classroom identification over time if they were less rejected by their peers and had more co-ethnic classmates. For minority children, both closeness and conflict with the teacher predicted less identification, but the effect of conflict appeared to result from their ethnic underrepresentation in the classroom.

CONCLUSIONS

Negative peer relationships can undermine classroom identification, and the student-teacher relationship has special significance for ethnic minority students.

The Impact of School Climate and School Identification on Academic Achievement: Multilevel Modeling with Student and Teacher Data

School climate is a leading factor in explaining student learning and achievement. Less work has explored the impact of both staff and student perceptions of school climate raising interesting questions about whether staff school climate experiences can add "value" to students' achievement. In the current research, multiple sources were integrated into a multilevel model, including staff self-reports, student self-reports, objective school records of academic achievement, and socio-economic demographics. Achievement was assessed using a national literacy and numeracy tests (N = 760 staff and 2,257 students from 17 secondary schools). In addition, guided by the "social identity approach," school identification is investigated as a possible psychological mechanism to explain the relationship between school climate and achievement. In line with predictions, results show that students' perceptions of school climate significantly explain writing and numeracy achievement and this effect is mediated by students' psychological identification with the school. Furthermore, staff perceptions of school climate explain students' achievement on numeracy, writing and reading tests (while accounting for students' responses). However, staff's school identification did not play a significant role. Implications of these findings for organizational, social, and educational research are discussed.