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Griffin CB, Harris JN, Proctor SL. Intersectionality and school racial climate to create schools as sites of fairness and liberation for Black girls. J Sch Psychol 2024; 104:101282. [PMID: 38871422 DOI: 10.1016/j.jsp.2024.101282] [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: 02/18/2022] [Revised: 07/22/2022] [Accepted: 01/02/2024] [Indexed: 06/15/2024]
Abstract
Within this article, we utilize intersectionality theory as a framework for understanding the experiences of Black girls who attend PK-12 schools in the United States. Black girls' experiences are then illuminated within the context of the school racial climate research. We then add an intersectional lens to the school racial climate research to demonstrate how specific aspects of the school environment influence the experiences and perceptions of Black girls and their developmental outcomes. Finally, we conclude with recommendations for helping schools become fair and liberatory spaces that honor the full humanity of Black girls, their current schooling experiences, and their visions for their future selves.
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Affiliation(s)
- Charity Brown Griffin
- Winston-Salem State University, Department of Psychological Sciences, 305 Coltrane Hall, Winston-Salem, NC 27110, United States of America.
| | - Jamelia N Harris
- Justice and Joy National Collaborative, 610 SW Alder St STE 215, Portland, OR 97205, United States of America.
| | - Sherrie L Proctor
- Queens College Educational and Community Programs, 65-30 Kissena Boulevard, Queens, NY 11367, United States of America.
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2
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Ryberg R, Her S, Temkin D, Rodriguez Y, Kelley C. Associations between a technical assistance model to build school organizational capacity and improvements in student perceptions of school climate. AMERICAN JOURNAL OF COMMUNITY PSYCHOLOGY 2024; 73:490-503. [PMID: 38204351 DOI: 10.1002/ajcp.12732] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/09/2023] [Revised: 12/13/2023] [Accepted: 12/18/2023] [Indexed: 01/12/2024]
Abstract
Organizational capacity building-the process of developing leadership, collecting and analyzing data, building buy-in, and implementing programming-is foundational to effectively changing schools, and frequently relies on technical assistance. This study employed a quasi-experimental, repeated measured design to evaluate the role of technical assistance provided through Safe School Certification model in improving school climate. Schools worked through an eight-element framework, using data from a sample of six middle and high schools in Washington, D.C. that completed data collection in all years of the evaluation. Students in schools receiving technical assistance for implementing the SSC Framework had more positive changes in perceptions of school climate than students in schools that did not receive support, but those differences were small. The results from this study offer limited evidence that providing schools with technical assistance to improve organizational capacity is associated with more positive student perceptions of school climate.
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Affiliation(s)
| | - Sarah Her
- Child Trends, Bethesda, Maryland, USA
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3
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Siebert CF, Holloway SD, DuBois DL, Bavarian N, Lewis KM, Flay B. Identification of Important Factors When Measuring School Climate: Latent Construct Validation and Exploration. THE JOURNAL OF SCHOOL HEALTH 2024; 94:69-79. [PMID: 37715456 DOI: 10.1111/josh.13394] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/06/2022] [Revised: 07/24/2023] [Accepted: 08/08/2023] [Indexed: 09/17/2023]
Abstract
BACKGROUND Researchers regularly must decide what information is necessary to understand school climate and how to include climate in a study. For example, which factors and/or scales should be used, is using just 1 scale for school climate sufficient, and to what extent does the selection of a single scale influence the research findings? AIMS Understanding what factors to consider and which available scales to review will assist those interested in measuring school climate. METHODS This study explores 8 validated scales related to school climate. Data used are from a previous study (Social and Character Development cooperative agreement funded by IES #R305L030072 and #R305A080253) that looked at Positive Action, a social emotional and character development program for elementary-, middle-, and high-school students. RESULTS AND CONCLUSION Scale correlations and factor analyses show how these scales work together to measure overall middle school climate.
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Affiliation(s)
- Carl F Siebert
- College of Education, Boise State University, Boise, ID, 83725
| | - Stefanie D Holloway
- College of Education, Boise State University, Boise, ID 83725, 1910 University Drive, BOISE, 83725
| | - David L DuBois
- Institute for Health, Research, and Policy, University of Illinois at Chicago, Chicago, IL, 60608
| | - Niloofar Bavarian
- Department of Health Science, California State University, Long Beach, Long Beach, CA, 90840
| | | | - Brian Flay
- College of Education, Boise State University, Boise, ID, 83725
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4
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Ko MY, Rosenberg SM, Meza BPL, Dudovitz RN, Dosanjh KK, Wong MD. Perceptions of School Climate Shape Adolescent Health Behavior: A Longitudinal Multischool Study. THE JOURNAL OF SCHOOL HEALTH 2023; 93:475-484. [PMID: 36404628 PMCID: PMC10175101 DOI: 10.1111/josh.13274] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/14/2022] [Revised: 08/05/2022] [Accepted: 11/02/2022] [Indexed: 05/10/2023]
Abstract
BACKGROUND Adolescent behaviors and academic outcomes are thought to be shaped by school climate. We sought to identify longitudinal associations between school climate measures and downstream health and academic outcomes. METHODS Data from a longitudinal survey of public high school students in Los Angeles were analyzed. Eleventh-grade health and academic outcomes (dependent variables, eg, substance use, delinquency, risky sex, bullying, standardized exams, college matriculation), were modeled as a function of 10th-grade school climate measures (independent variables: institutional environment, student-teacher relationships, disciplinary style), controlling for baseline outcome measures and student/parental covariates. RESULTS The 1114 student respondents (87.8% retention), were 46% male, 90% Latinx, 87% born in the United States, and 40% native English speakers. Greater school order and teacher respect for students were associated with lower odds of multiple high risk behaviors including 30-day alcohol use (odds ratio [OR] 0.81; 95% confidence interval [CI] [0.72, 0.92] and OR 0.73; [0.62, 0.85]) and 30-day cannabis use (OR 0.74; [0.59, 0.91] and OR 0.76; [0.63, 0.92]). Neglectful disciplinary style was associated with multiple poor health and academic outcomes while permissive disciplinary style was associated with favorable academic outcomes. IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY School health practitioners may prospectively leverage school environment, teacher-student relationships, and disciplinary style to promote health and learning. CONCLUSIONS Our findings identify specific modifiable aspects of the school environment with critical implications for life course health.
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Affiliation(s)
- Michelle Y Ko
- Medical Student, , David Geffen School of Medicine, University of California Los Angeles, Los Angeles, CA, USA
| | - Sofia M Rosenberg
- Undergraduate Student, , Department of Psychology, University of Michigan, Ann Arbor, MI, USA
| | - Benjamin P L Meza
- Assistant Professor of Medicine , Division of General Internal Medicine and Health Services Research, Department of Medicine, David Geffen School of Medicine, University of California Los Angeles, Los Angeles, CA, USA
| | - Rebecca N Dudovitz
- Associate Professor of Pediatrics, , Division of General Pediatrics, Department of Pediatrics and Children's Discovery and Innovation Institute, David Geffen School of Medicine, University of California Los Angeles, Los Angeles, CA, USA
| | - Kulwant K Dosanjh
- Project Director, , Division of General Internal Medicine and Health Services Research, Department of Medicine, David Geffen School of Medicine, University of California Los Angeles, Los Angeles, CA, USA
| | - Mitchell D Wong
- Professor of Medicine, , Division of General Internal Medicine and Health Services Research, Department of Medicine, David Geffen School of Medicine, University of California Los Angeles, Los Angeles, CA, USA
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Seattle Public Schools’ Student Survey of School Climate and Social Emotional Learning: Psychometric Analyses in the Context of a Research-Practice Partnership. CHILD & YOUTH CARE FORUM 2023. [DOI: 10.1007/s10566-023-09731-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/21/2023]
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6
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Trajectories in cognitive engagement, fatigue, and school achievement: The role of young adolescents' psychological need satisfaction. LEARNING AND INDIVIDUAL DIFFERENCES 2023. [DOI: 10.1016/j.lindif.2022.102248] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/12/2022]
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7
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Zabek F, Meyers J, Rice KG, Ashby JS, Kruger AC. Can a school climate survey accurately and equitably measure school quality? Examining the multilevel structure and invariance of the Georgia School Climate Scale. J Sch Psychol 2022; 95:1-24. [PMID: 36371120 DOI: 10.1016/j.jsp.2022.08.005] [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: 05/05/2021] [Revised: 05/16/2022] [Accepted: 08/15/2022] [Indexed: 12/15/2022]
Abstract
School climate measures are increasingly utilized as one indicator of school quality within educational accountability systems. However, concerns have been raised about the accuracy of these indicators given that school climate surveys are often not validated using multilevel methods. Further, cross-school comparisons in climate may not be trustworthy because the school-level invariance of climate surveys has not been investigated. There is a need to examine the validity of school-level climate constructs and to determine if surveys measure climate equitably for schools that serve underrepresented populations. The aim of the current study was to examine the multilevel factor structure of a statewide school climate survey to determine whether it measured climate equitably for students of different races/ethnicities and across schools with varying racial/ethnic and socioeconomic compositions. Participants included 259,778 students from 427 middle schools throughout a southeastern U.S. state. Cross-level invariance analyses revealed that the climate constructs were measured differently across levels of analysis, and school-level climate could not be interpreted as merely the aggregate of individual-level climate. Student- and school-level factorial invariance was tested using multilevel modeling procedures. Results revealed item bias with respect to student and school characteristics, and the relationships between school climate and student and school demographics changed after accounting for identified bias. As more educational agencies consider including school climate surveys in their accountability systems, these findings suggest that multilevel validation procedures and school-level invariance analyses are necessary to ensure accurate and equitable measurement.
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Affiliation(s)
- Faith Zabek
- Department of Counseling and Psychological Services, Georgia State University, USA.
| | - Joel Meyers
- Department of Counseling and Psychological Services, Georgia State University, USA
| | - Kenneth G Rice
- Department of Counseling and Psychological Services, Georgia State University, USA
| | - Jeffrey S Ashby
- Department of Counseling and Psychological Services, Georgia State University, USA
| | - Ann Cale Kruger
- Department of Learning Sciences, Georgia State University, USA
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Jiang M, Zhang Z, Kang L, Liao J, Wang S, Lv Y, Zhou X, Hou X. Textual Features and Risk Preference Effects on Mental Health Education Among Teenager Students in Chongqing, China. Front Psychol 2022; 13:911955. [PMID: 35693487 PMCID: PMC9181320 DOI: 10.3389/fpsyg.2022.911955] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/03/2022] [Accepted: 05/03/2022] [Indexed: 11/13/2022] Open
Abstract
Background Mental health is a public health problem of great concern. Previous studies show that textual features and individual psychological characteristics can influence the effect of receiving information. Purpose This study explores whether textual features influence the persuasiveness of teenager students’ mental health education while considering the influence of risk preference. Methods From November to December 2021, a cross-sectional study was conducted among 1,869 teenager students in grade 7–12 in Chongqing, China. Wilcoxon signed-rank test, multiple logistic regression, and subgroup analysis were used to analyze the data. Results Among the four textual features mentioned in this study, a significant difference was reported in the persuasive effects of information with and without numerical features (p < 0.001), and such information tended to include digital features. The result for the symbolic features (p < 0.001) was consistent with the numerical features. The persuasive effects of positive and negative emotional information significantly differed (p < 0.001), with the former showing a better performance. No significant differences were observed between the persuasive effects of information with and without emotional conflicts (p > 0.05). Combined with those from the risk preference analysis, results showed that the regulatory effect of risk preference was only reflected in emotional conflicts. Students who prefer having no emotional conflict in the text showed the characteristics of risk avoidance, or lower grades, or rural or school accommodation. Most teenager students are also risk averse, especially females (or = 2.223, 95%CI:1.755–2.815) and juniors (or = 1.533, 95%CI: 1.198–1.963). Conclusion The numbers, symbols, and positive emotions in the text generate an active effect on teenager students receiving mental health education. Students avoiding risk are inclined to read texts without emotional conflicts. The probability of male choosing texts with positive emotional polarity is 33.5% lower than that of female. Female students and those from lower grades also demonstrate a higher inclination to risk avoidance compared with their male and higher grade counterparts. Therefore, educational materials with different text characteristics should be developed for teenager students with varying characteristics.
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Affiliation(s)
- Mengyao Jiang
- College of Medical Informatics, Chongqing Medical University, Chongqing, China
- Medical Data Science Academy, Chongqing Medical University, Chongqing, China
- Chongqing Engineering Research Center for Clinical Big Data and Drug Evaluation, Chongqing, China
| | - Zuyue Zhang
- College of Medical Informatics, Chongqing Medical University, Chongqing, China
- Medical Data Science Academy, Chongqing Medical University, Chongqing, China
- Chongqing Engineering Research Center for Clinical Big Data and Drug Evaluation, Chongqing, China
| | - Li Kang
- Chongqing Tianjiabing Middle School, Chongqing, China
| | - Jing Liao
- College of Medical Informatics, Chongqing Medical University, Chongqing, China
- Medical Data Science Academy, Chongqing Medical University, Chongqing, China
- Chongqing Engineering Research Center for Clinical Big Data and Drug Evaluation, Chongqing, China
| | - Shumin Wang
- College of Medical Informatics, Chongqing Medical University, Chongqing, China
| | - Yalan Lv
- College of Medical Informatics, Chongqing Medical University, Chongqing, China
- Medical Data Science Academy, Chongqing Medical University, Chongqing, China
- Chongqing Engineering Research Center for Clinical Big Data and Drug Evaluation, Chongqing, China
| | - Xiaoyu Zhou
- College of Medical Informatics, Chongqing Medical University, Chongqing, China
| | - Xiaorong Hou
- College of Medical Informatics, Chongqing Medical University, Chongqing, China
- Medical Data Science Academy, Chongqing Medical University, Chongqing, China
- Chongqing Engineering Research Center for Clinical Big Data and Drug Evaluation, Chongqing, China
- *Correspondence: Xiaorong Hou,
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Waasdorp TE, Fu R, Clary LK, Bradshaw CP. School Climate and Bullying Bystander Responses in Middle and High School. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2022; 80:101412. [PMID: 35444357 PMCID: PMC9015685 DOI: 10.1016/j.appdev.2022.101412] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
Bullying bystanders' reactions are important for either stopping or perpetuating bullying behaviors. Given school-based bullying programs' focus on bystanders, understanding the associations between school-level factors and individual bystander responses can improve intervention efficacy. Data from 64,670 adolescents were used to examine bullying bystander responses as a function of 13 school-climate dimensions within 3 main factors (Engagement, Environment, Safety) and individual-level factors (e.g., race/ethnicity, perceptions of student-teacher connectedness). Multi-level models showed schools with better Engagement and Safety had higher odds of defender behaviors, a better Environment was associated with lower odds of passive and assisting behaviors. Differences also varied by individual-level factors. For example, an aggressive climate was associated with passive behaviors more strongly in boys and high schoolers. Further, higher perceived parent-teacher and student-teacher connectedness were associated with positive bystander behaviors, and this was stronger for Black and Latinx youth, highlighting the importance of improving relationships as a crucial starting point.
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Affiliation(s)
- Tracy Evian Waasdorp
- Children's Hospital of Philadelphia. Center for Violence Prevention. 3402 Civic Center Blvd. Philadelphia, PA 19104
- University of Pennsylvania School of Medicine. Department of Psychiatry. Philadelphia, PA 19104
| | - Rui Fu
- Children's Hospital of Philadelphia. Center for Violence Prevention. 3402 Civic Center Blvd. Philadelphia, PA 19104
| | - Laura K Clary
- Johns Hopkins University, School of Public Health. 615 N. Wolfe Street, Baltimore, MD 21205
| | - Catherine P Bradshaw
- University of Virginia, School of Education and Human Development. Bavaro Hall 112D, PO Box 400270, Charlottesville, VA 22904
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How Can Bullying Victimisation Lead to Lower Academic Achievement? A Systematic Review and Meta-Analysis of the Mediating Role of Cognitive-Motivational Factors. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18052209. [PMID: 33668095 PMCID: PMC7967665 DOI: 10.3390/ijerph18052209] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/26/2020] [Revised: 02/04/2021] [Accepted: 02/12/2021] [Indexed: 01/20/2023]
Abstract
Bullying involvement may have an adverse effect on children’s educational outcomes, particularly academic achievement. However, the underlying mechanisms and factors behind this association are not well-understood. Previous meta-analyses have not investigated mediation factors between bullying and academic achievement. This meta-analysis examines the mediation effect of cognitive-motivational factors on the relationship between peer victimization and academic achievement. A systematic search was performed using specific search terms and search engines to identify relevant studies that were selected according to specific criteria resulting in 11 studies encompassing a sample total of 257,247 children (10 years and younger) and adolescents (11 years and older) (48–59% female). Some studies were longitudinal and some cross sectional and the assessment for each factor was performed by various methods (self, peer, teacher, school and mixed reports). Children involved in bullying behaviour were less likely to be academically engaged (k = 4) (OR = 0.571, 95% CI [0.43, 0.77], p = 0.000), to be less motivated (k = 7) (OR = 0.82, 95% CI [0.69, 0.97], p = 0.021), to have lower self-esteem (k = 1) (OR = 0.12, 95% CI [0.07, 0.20], p = 0.000) and lower academic achievement (k = 14) (OR = 0.62, 95% CI [0.49, 0.79], p = 0.000). Bullying involvement was also significantly related to overall cognitive-motivational factors (k = 17, OR = 0.67, 95% CI [0.59, 0.76], p = 0.000). Cognitive-motivational factors, taken together, mediated the association between bullying victimisation and academic achievement (k = 8, OR = 0.74, 95% CI (0.72, 0.77), p = 0.000). Bullying victimisation was negatively related to cognitive-motivational factors, which, in turn, was associated with poorer academic achievement. These findings were moderated by the design of the studies, assessment methods for the bullying reports, mediators and outcomes, country, age of children in the sample and/or types of bullying. The findings are of relevance for practitioners, parents, and schools, and can be used to guide bullying interventions. Interventions should focus on improving internal and external motivational factors including components of positive reinforcement, encouragement, and programs for enhancing academic engagement and achievement amongst children and adolescents.
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11
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Jones TM, Fleming C, Williford A. Racial Equity in Academic Success: The Role of School Climate and Social Emotional Learning. CHILDREN AND YOUTH SERVICES REVIEW 2020; 119:105623. [PMID: 33311826 PMCID: PMC7731917 DOI: 10.1016/j.childyouth.2020.105623] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Many schools and school districts have put significant effort into improving school climate and the social emotional learning (SEL) of students, as they have been shown to be related to improved academic success. Yet, little is known about whether these efforts will contribute to or ameliorate racial differences in academic outcomes. In a series of structural equation models adjusting for school clustering, this study examined mediating and moderating effects of student perceptions of school climate and their own SEL on race differences in self-reported grades. Asian and Latinx students reported slightly more positive perceived school climate while Multiracial students reported significantly less positive perceived school climate compared to White students. Compared to their White peers, all racial groups reported lower levels of SEL. Significant but small indirect standardized effects of race on grades through social emotional competence but not school climate suggest that SEL partially mediates the relationship of race with grades. The association of SEL with grades was significantly stronger for White students compared to other racial groups; the standardized effect size of the association was nearly twice as large for White students as for Black and Native students.
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12
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Lenz AS, Rocha L, Aras Y. Measuring School Climate: A Systematic Review of Initial Development and Validation Studies. INTERNATIONAL JOURNAL FOR THE ADVANCEMENT OF COUNSELLING 2020. [DOI: 10.1007/s10447-020-09415-9] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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13
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Perelman J, Leão T, Kunst AE. Smoking and school absenteeism among 15- to 16-year-old adolescents: a cross-section analysis on 36 European countries. Eur J Public Health 2020; 29:778-784. [PMID: 31168621 PMCID: PMC6660109 DOI: 10.1093/eurpub/ckz110] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
Background Schools have a crucial role to play in preventing youth smoking. However, the well-known long-term health consequences of youth smoking may be insufficient to convince education stakeholders to devote efforts to implement school-based programmes. However, if youth smoking were to have short-term consequences, this evidence could prompt education stakeholders’ action. In this article, we investigate the link between smoking and school absenteeism. Methods We used data from the 2011 wave of the European School Survey Project on Alcohol and Other Drugs, on adolescents aged 15–16. We applied logistic models to assess the risk of more than 3 missed school days, by cause, as function of smoking intensity, adjusting for age, sex, socioeconomic status, academic performance, parental involvement and other risk behaviours (alcohol and cannabis consumption). Consistency was assessed by replicating the analyses for each sex and age group and further adjusting for depression and self-esteem. Results Smoking more than five cigarettes per day was significantly linked to school absenteeism, with a 55% excess risk of missing more than 3 school days per month due to illness (OR = 1.55, 95% CI 1.46–1.64), and a more than two times excess risk due to skipping (OR = 2.29; 95% CI 2.16–2.43). These findings were consistent across age and sex groups. Conclusion We observed an association between smoking intensity and absenteeism among youth in Europe. This implies that, to the extent that this association is causal, school tobacco control policies may reduce the short-term consequences of smoking on adolescents’ education and health.
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Affiliation(s)
- Julian Perelman
- Centro de Investigação em Saúde Pública, Escola Nacional de Saúde Pública, Universidade NOVA de Lisboa, Lisbon, Portugal
| | - Teresa Leão
- Escola Nacional de Saúde Pública, Universidade NOVA de Lisboa, Lisbon, Portugal
| | - Anton E Kunst
- Department of Public Health, Amsterdam UMC, University of Amsterdam, Amsterdam Public Health Research Institute, Amsterdam, The Netherlands
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Shukla KD, Kuril S, Chand VS. Does negative teacher behavior influence student self-efficacy and mastery goal orientation? LEARNING AND MOTIVATION 2020. [DOI: 10.1016/j.lmot.2020.101653] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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15
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Beyond the Schoolyard: A Multilevel Examination of Individual, School and School District Variables Associated with Traditional and Cyber Peer Aggression. CHILD & YOUTH CARE FORUM 2020. [DOI: 10.1007/s10566-020-09555-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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16
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Bottiani JH, Johnson SL, McDaniel HL, Bradshaw CP. Triangulating School Climate: Areas of Convergence and Divergence Across Multiple Levels and Perspectives. AMERICAN JOURNAL OF COMMUNITY PSYCHOLOGY 2020; 65:423-436. [PMID: 31859436 DOI: 10.1002/ajcp.12410] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Students often have differing perceptions of their school's climate. Although these subjective perceptions can be meaningful outcome predictors, discrepancies create challenges for those seeking to globally characterize or intervene to improve the climate of a school. Trained, independent observers can provide insights on perceptible and ostensibly malleable aspects of the school; however, the extent to which these observations help us to understand differences in students' report of school climate has not been examined. To study this, we assessed convergence and divergence between independent observers' assessments and students' perceptions of school climate at the classroom and school levels. Data come from the Maryland Safe and Supportive Schools Initiative (MDS3), which included 20,647 students and observations of 303 teachers in 50 high schools. Students responded to survey items regarding safety, engagement, and environment; independent observers assessed teachers' classroom practices and the school physical environment. A three-level model partitioned variance to the individual, classroom, and school levels. The variance in students' climate perceptions was primarily between students, with most classroom and school intraclass correlation coefficients (ICCs) ranging from 0.01 to 0.08, though one was as high as 0.20; however, observations explained large percentages of between-school variation in climate (58%-91%). Findings suggest the potential utility of outside observations for explaining school-level variation in school climate to inform decision-making and future research.
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Affiliation(s)
- Jessika H Bottiani
- Curry School of Education and Human Development, University of Virginia, Charlottesville, VA, USA
| | | | - Heather L McDaniel
- Curry School of Education and Human Development, University of Virginia, Charlottesville, VA, USA
| | - Catherine P Bradshaw
- Curry School of Education and Human Development, University of Virginia, Charlottesville, VA, USA
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Lu Y, Avellaneda F, Torres E, Temple JR. Adolescent Bullying and Weapon Carrying: A Longitudinal Investigation. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2020; 30 Suppl 1:61-65. [PMID: 30566274 PMCID: PMC9728532 DOI: 10.1111/jora.12469] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
Using four data waves from an ongoing longitudinal study, we examined the longitudinal association between weapon carrying and bullying (i.e., bully, victim, bully-victim). Participants were 1,042 adolescents (55.9% female) recruited from Texas high schools, including Hispanic (31.7%), White (30.3%), African American (26.6%), and other (11.4%) with a mean age of 15.1 years at baseline. Multivariate logistic regression revealed that only baseline bully-victim was linked to weapon carrying and only 1 year later (Adjusted odds ratio = 1.76, 95% confidence interval: 1.08, 2.85), after controlling for baseline weapon carrying, age, gender, race, and parent education. No significant longitudinal association was found with bully or victim. Findings emphasize the importance of interventions targeting both bullying perpetrators and victims, while also highlighting the necessity of longitudinal research.
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Affiliation(s)
- Yu Lu
- University of Texas Medical Branch, Department of Obstetrics and Gynecology
| | | | - Elizabeth Torres
- University of Texas Medical Branch, Department of Obstetrics and Gynecology
| | - Jeff R. Temple
- University of Texas Medical Branch, Department of Obstetrics and Gynecology
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Bryson SL, Childs KK. Racial and Ethnic Differences in the Relationship Between School Climate and Disorder. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.17105/spr-2018-0016.v47-3] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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Wyman Battalen A, Dow-Fleisner SJ, Brodzinsky DM. School responsiveness to adoption among lesbian mothers. JOURNAL OF LESBIAN STUDIES 2019; 24:25-40. [PMID: 31232214 DOI: 10.1080/10894160.2019.1630191] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
A sample of adoptive parents, including an oversampling of lesbian mothers (n = 125), was surveyed regarding their family's school experiences related to adoption, satisfaction with how the school handled adoption-related issues, and their child's experiences with teasing at school. Linear and logistic regression analyses showed that lesbian mothers were more likely than heterosexual parents and gay fathers to disclose their child's adoption status in the school record and to ensure that the school was aware of the child's adoption. Lesbian mothers were also more likely than heterosexual parents and gay fathers to report talking to teachers about adoption issues. There were no differences as a function of parent sexual orientation regarding rates of children being teased about adoption status. However, rates of teasing regarding child race/ethnicity were higher for children of lesbian mothers and gay fathers than for children of heterosexual parents. The implications of the findings for future research and the provision of services for lesbian mothers are considered.
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Waasdorp TE, Nguyen AJ, Orozco Solis MG, Bradshaw CP. Cross-national Differences in Bullying Dynamics: Comparing Latinx Youths’ Experiences in Mexico and the USA. ACTA ACUST UNITED AC 2019. [DOI: 10.1007/s42380-019-00013-x] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Reichert F, Chen J, Torney-Purta J. Profiles of Adolescents' Perceptions of Democratic Classroom Climate and Students' Influence: The Effect of School and Community Contexts. J Youth Adolesc 2018; 47:1279-1298. [PMID: 29502218 DOI: 10.1007/s10964-018-0831-8] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/11/2017] [Accepted: 02/14/2018] [Indexed: 11/29/2022]
Abstract
Students' learning experiences and outcomes are shaped by school and classroom contexts. Many studies have shown how an open, democratic classroom climate relates to learning in the citizenship domain and helps nurture active and engaged citizens. However, little research has been undertaken to look at how such a favorable classroom climate may work together with broader school factors. The current study examines data from 14,292 Nordic eighth graders (51% female) who had participated in the International Civic and Citizenship Education Study in 2009, as well as contextual data from 5,657 teachers and 618 principals. Latent class analysis identifies profiles of students' perceptions of school context, which are further examined with respect to the contextual correlates at the school level using two-level fixed effects multinomial regression analyses. Five distinct student profiles are identified and labeled "alienated", "indifferent", "activist", "debater", and "communitarian". Compared to indifferent students, debaters and activists appear more frequently at schools with relatively few social problems; being in the communitarian group is associated with aspects of the wider community. Furthermore, being in one of these three groups (and not in the indifferent group) is more likely when teachers act as role models by engaging in school governance. The results are discussed within the framework of ecological assets and developmental niches for emergent participatory citizenship. The implications are that adults at school could enhance multiple contexts that shape adolescents' developmental niches to nurture active and informed citizens for democracies.
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Affiliation(s)
- Frank Reichert
- Faculty of Education, University of Hong Kong, Room 217, Runme Shaw Building, Pok Fu Lam, Hong Kong.
| | - Jiaxin Chen
- National Institutes on Education and the Economy, East China Normal University, Zhongshan North Road 3663, Shanghai, China
| | - Judith Torney-Purta
- Human Development and Quantitative Methodology, University of Maryland, College Park, MD, USA
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Shukla KD, Waasdorp TE, Lindstrom Johnson S, Orozco Solis MG, Nguyen AJ, Rodríguez CC, Bradshaw CP. Does School Climate Mean the Same Thing in the United States as in Mexico? A Focus on Measurement Invariance. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2017. [DOI: 10.1177/0734282917731459] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
School climate is an important construct for guiding violence prevention efforts in U.S. schools, but there has been less consideration of this concept in its neighboring country Mexico, which has a higher prevalence of violence. The U.S. Department of Education outlined a three-domain conceptualization of school climate (i.e., safe and supportive schools model) that includes engagement, safety, and the school environment. To examine the applicability of this school climate model in Mexico, the present study tested its measurement invariance across middle school students in the United States ( n = 15,099) and Mexico ( n = 2,211). Findings supported full invariance for engagement and modified-safety scales indicating that factor loadings and intercepts contributed almost equally to factor means, and scale scores were comparable across groups. Partial invariance was found for the environment scales. Results of a multigroup confirmatory factor analysis (MGCFA) consisting of all 13 school climate scales indicated significantly positive associations among all scales in the U.S. sample and among most scales in the Mexico sample. Implications of these findings are discussed.
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Affiliation(s)
| | | | | | | | | | | | - Catherine P. Bradshaw
- Johns Hopkins University, Baltimore, MD, USA
- University of Virginia, Charlottesville, VA, USA
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Williams SG, Langhinrichsen-Rohling J, Wornell C, Finnegan H. Adolescents Transitioning to High School: Sex Differences in Bullying Victimization Associated With Depressive Symptoms, Suicide Ideation, and Suicide Attempts. J Sch Nurs 2017; 33:467-479. [DOI: 10.1177/1059840516686840] [Citation(s) in RCA: 35] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/04/2023] Open
Abstract
Adolescents transitioning to high school may be at greater risk of depression and suicide if they are victims of bullying behavior. This study explored sex differences in bullying victimization (physical, verbal/social, and cyberbullying) and the impact on depressive symptoms and suicidal behaviors in ninth-grade students ( N = 233). Females reported significantly more verbal/social and cyberbullying than male students. There were no significant sex differences in physical bullying; male students who reported physical bullying victimization were more likely to experience depressive symptoms. Verbal/social bullying predicted depressive symptoms in males and females. Females who reported being victims of cyberbullying were more likely to report depressive symptoms, suicide ideation, and suicide attempts. Eighteen students reported suicide attempts, and each also experienced verbal/social bullying. School nurses are positioned to reach out to transitioning students, screen for mental health issues, provide a safe place to talk about bullying experiences, and promote positive mental health.
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Affiliation(s)
| | - Jennifer Langhinrichsen-Rohling
- Psychology Department, University of South Alabama, Fairhope, AL, USA
- Gulf Coast Behavioral Health and Resiliency Center, University of South Alabama, Fairhope, AL, USA
| | - Cory Wornell
- Gulf Coast Behavioral Health and Resiliency Center, University of South Alabama, Fairhope, AL, USA
| | - Heather Finnegan
- Gulf Coast Behavioral Health and Resiliency Center, University of South Alabama, Fairhope, AL, USA
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Racial/Ethnic Differences in Perceptions of School Climate and Its Association with Student Engagement and Peer Aggression. J Youth Adolesc 2016; 46:1289-1303. [DOI: 10.1007/s10964-016-0576-1] [Citation(s) in RCA: 43] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/09/2016] [Accepted: 09/15/2016] [Indexed: 10/21/2022]
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Gardella JH, Tanner-Smith EE, Fisher BW. Academic Consequences of Multiple Victimization and the Role of School Security Measures. AMERICAN JOURNAL OF COMMUNITY PSYCHOLOGY 2016; 58:36-46. [PMID: 27530261 DOI: 10.1002/ajcp.12075] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
Adolescents who experience multiple victimization (i.e., victimization on a regular basis) are at greater risk for having negative academic outcomes including lower achievement and poorer attendance than those who do not experience such victimization. Yet, the role of school contexts in this relationship remains unclear. Nevertheless, school-based efforts to reduce victimization often focus on altering contexts without sufficient evidence of associations with improved student outcomes. School security measures constitute one such suite of contextual interventions aimed at reducing victimization. This study tested a moderated mediation model in which the relationship between multiple victimization and academic performance is mediated by absenteeism, and the relationship between multiple victimization and absenteeism is moderated by the presence of school security measures. Participants were 5930 (49.6% female and 79.51% White) 12- to 18-year-old adolescents from a national sample collected through the 2011 School Crime Supplement to the National Crime Victimization Survey. Results of path analysis models indicated that the relationship between multiple victimization and academic performance was partially mediated by absenteeism, and that both metal detectors and security guards moderated the relationship between multiple victimization and absenteeism. Additional analyses revealed the utility of considering subpopulations of victims characterized by specific facets of their contexts. Implications for practitioners and researchers are discussed.
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Affiliation(s)
- Joseph H Gardella
- Department of Human and Organizational Development, Vanderbilt University, Nashville, TN, USA.
| | | | - Benjamin W Fisher
- Department of Criminal Justice, University of Louisville, Louisville, KY, USA
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