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Welty CW, Bingham L, Morales M, Gerald LB, Ellingson KD, Haynes PL. School Connectedness and Suicide Among High School Youth: A Systematic Review. J Sch Health 2024; 94:469-480. [PMID: 38383772 DOI: 10.1111/josh.13445] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/25/2023] [Revised: 01/31/2024] [Accepted: 01/31/2024] [Indexed: 02/23/2024]
Abstract
BACKGROUND Suicide is a leading cause of death for adolescents, and school connectedness is a potential, modifiable protective factor for suicide. We sought to examine if school connectedness protected against suicide among high school students and if potential moderators affected the relationship between school connectedness and suicide. METHODS We searched online databases (PubMed, EMBASE, CINAHL, and PsycINFO) on December 12, 2021, for studies that examined the effects of school connectedness on suicide among high school students. RESULTS This systematic review identified 34 studies that examined the effects of school connectedness on adolescent suicidality. Results indicated mixed findings of school connectedness on suicidality. Among studies that assessed a suicide ideation outcome, 73.3% found that school connectedness protected against suicide. Among studies that assessed a suicide attempts outcome, 50% found that school connectedness protected against suicide. Most included studies did not control for notable variables in their final models, such as sleep, impulsivity, substance use, or depression. No studies examined moderators of school connectedness and suicide. CONCLUSIONS School connectedness is somewhat protective of suicidality, and more protective of suicidal ideation than suicide attempts. Researchers should examine the construct of school connectedness among modern youth to better understand school connectedness and suicide.
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Affiliation(s)
- Cody W Welty
- Health Promotion Sciences, Mel and Enid Zuckerman College of Public Health, 1295 N. Martin Ave. Drachman Hall, Tucson, 85724, AZ
| | - Lindsay Bingham
- Health Promotion Sciences, Mel and Enid Zuckerman College of Public Health, 1295 N. Martin Ave. Drachman Hall, Tucson, 85724, AZ
| | - Mario Morales
- Health Promotion Sciences, Mel and Enid Zuckerman College of Public Health, 1295 N. Martin Ave. Drachman Hall, Tucson, 85724, AZ
| | - Lynn B Gerald
- Office of Population Health Sciences, University of Illinois Chicago, 1220 S. Wood Street (MC 619), Chicago, 60608, IL
| | - Katherine D Ellingson
- Epidemiology and Biostatistics, Mel and Enid Zuckerman College of Public Health, 1295 N. Martin Ave. Drachman Hall, Tucson, 85724, AZ
| | - Patricia L Haynes
- Health Promotion Sciences, Mel and Enid Zuckerman College of Public Health, 1295 N. Martin Ave. Drachman Hall, Tucson, 85724, AZ
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McCabe EM, Kaskoun J, Bennett S, Meadows-Oliver M, Schroeder K. Addressing School Connectedness, Belonging, and Culturally Appropriate Care for Newly Immigrated Students and Families. J Pediatr Health Care 2024; 38:233-239. [PMID: 38429035 DOI: 10.1016/j.pedhc.2023.10.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/06/2023] [Revised: 09/07/2023] [Accepted: 10/02/2023] [Indexed: 03/03/2024]
Abstract
School connectedness is the degree to which students experience acceptance, inclusion, and care by school personnel and peers. A sense of belonging incorporates an emotional connection to the community. School connectedness and belonging are protective factors that promote student engagement, accomplishment, and community performance. Despite the rise in students from immigrant families in the United States, belonging and connectedness for youth from diverse cultural and linguistic experiences are understudied. School-based nurses, our term, is inclusive of advanced practice pediatric, family, and psychiatric nurse practitioners, are well-positioned to support school connectedness for youth who may encounter hurdles to health care because of cultural and linguistic differences. We present practice suggestions for language, culture, and inclusion using three health conditions experienced by youth: anxiety, asthma, and obesity. School-based nurses and other school personnel who provide linguistic and culturally appropriate care can support students in feeling connected and included in their school communities.
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Zhao F, Wang Y, Li Y, Zhang H, Li S, Wang Z, Hou J. Gendered Parenting: Maternal Son Preference and Depressive Symptoms in Chinese Early Adolescents. Behav Sci (Basel) 2024; 14:104. [PMID: 38392457 PMCID: PMC10886098 DOI: 10.3390/bs14020104] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/05/2023] [Revised: 01/24/2024] [Accepted: 01/29/2024] [Indexed: 02/24/2024] Open
Abstract
This study focused on the nuanced phenomenon of gendered parenting by exploring how maternal son preference is associated with depressive symptoms among Chinese early adolescents. Focusing on 1093 junior high school students from a relatively affluent city in Western China, this study examined the mediating roles of mother-child attachment and father-child attachment as well as the moderating role of school connectedness in the relationship between maternal son preference and depressive symptoms. The results revealed a noteworthy positive correlation between maternal son preference and depressive symptoms among female adolescents, with no significant association observed in males. In addition, mother-child attachment and father-child attachment mediated the relationship between maternal son preference and girls' depressive symptoms, supporting the "spillover effect" and "crossover effect". Moreover, a moderation effect analysis indicated that a higher level of school connectedness can buffer the effect of maternal son preference on girls' depressive symptoms, while a lower level of school connectedness can enhance the effect of maternal son preference on girls' depressive symptoms. In addition, maternal son preference was negatively correlated with boys' depressive symptoms in relation to high school connectedness. These insights help enhance people's understanding of gendered parenting, emphasizing the enduring necessity of addressing son preference within the broader context of promoting gender equality.
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Affiliation(s)
- Fengqing Zhao
- School of Education, Zhengzhou University, Zhengzhou 450001, China
| | - Yinge Wang
- School of Education, Zhengzhou University, Zhengzhou 450001, China
| | - Yudan Li
- School of Education, Zhengzhou University, Zhengzhou 450001, China
| | - Huifang Zhang
- School of Education, Zhengzhou University, Zhengzhou 450001, China
| | - Sen Li
- School of Education, Hebei University, Baoding 071002, China
| | - Zhongjie Wang
- School of Education, Zhengzhou University, Zhengzhou 450001, China
| | - Jie Hou
- School of Education, Zhengzhou University, Zhengzhou 450001, China
- School of Politics and Public Administration, Zhengzhou University, Zhengzhou 450001, China
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4
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Young E, Demissie Z, Szucs LE, Brener ND, Waheed F, Jasani S. Trends in diversity-related learning among secondary schools in 35 US states, 2014-2018. Health Educ J 2024; 83:52-64. [PMID: 38481968 PMCID: PMC10936395 DOI: 10.1177/00178969231221000] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 03/17/2024]
Abstract
Objective School Health Profiles (Profiles) is a national surveillance system operated by the US Centers for Disease Control and Prevention. A school-based system of surveys, Profiles monitors school health policies and practices in US states and other jurisdictions through questionnaires completed by school principals and lead health education teachers. This study used the Profiles principal survey to identify trends in US schools' implementation of diversity-related learning opportunities (i.e., opportunities to learn about people who are different from them) in secondary classroom and extracurricular settings. Methods Logistic regression models using data from three cycles of School Health Profiles from 35 US states examined trends in the percentages of secondary schools offering students diversity-related learning opportunities in the following settings, each measured by using dichotomous yes/no response options: a) clubs; b) lessons in class; and c) special events (e.g., multicultural week, family night) sponsored by the school or community organisations. Results During 2014-2018, no states experienced decreases in opportunities for students to learn about people who are different from them; most states demonstrated no significant change. Conclusion Findings suggest efforts are needed to strengthen capacity for and prioritisation of policies, programmes, and practices promoting diversity and culturally relevant education in schools, and in turn, promote positive health and educational outcomes for youth.
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Affiliation(s)
- Emily Young
- Oak Ridge Institute for Science Education (ORISE), Oak Ridge, TN, USA
- Atlanta, GA, USA
| | - Zewditu Demissie
- Atlanta, GA, USA
- U.S. Public Health Service Commissioned Corps, Rockville, MD, USA
| | | | | | - Fareeha Waheed
- Johns Hopkins University, Baltimore, MD, USA
- Baltimore City Public Schools, Baltimore, MD, USA
| | - Salimah Jasani
- The University of Texas, LBJ School of Public Affairs, Austin, TX, USA
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5
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Dunstone EK, Reynolds KJ, Cárdenas D. The role of group memberships and school identification on student well-being. Br J Soc Psychol 2024; 63:403-428. [PMID: 37694892 DOI: 10.1111/bjso.12685] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/26/2023] [Revised: 07/26/2023] [Accepted: 08/10/2023] [Indexed: 09/12/2023]
Abstract
There are widespread concerns about a decline in young people's mental health. One promising direction to address this issue involves group memberships and social identity processes. Despite progress, there are several issues in current theory and research including (1) whether the number of groups to which an individual belongs is related to more positive well-being, (2) better understanding the relationship between group memberships and social identification processes and (3) the need for more comprehensive longitudinal methods. The goal of this study was to address these issues using a three-wave longitudinal design (n = 1331) conducted with high-school students. Both the number and importance (an indicator of social identification) of student extracurricular activities (ECA) were assessed as predictors of six well-being outcomes. Importantly, we also assessed whether identification with the school as the context in which the ECAs were situated mediated this association. Results show that, generally, the number of group memberships had no direct effect on well-being, however, there was a consistent mediation via school identification. When considering number and importance of one model (comprising a subsample) importance emerged as the key predictor. Such findings advance understanding of the social identity and well-being relationship and have practical implications.
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Affiliation(s)
- Emma K Dunstone
- Australian National University, Canberra, Australian Capital Territory, Australia
| | - Katherine J Reynolds
- Australian National University, Canberra, Australian Capital Territory, Australia
- University of Melbourne, Melbourne, Victoria, Australia
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Zhao J, Zhao H, Zhou A. Negative Parenting Styles and Psychological Crisis in Adolescents: Testing a Moderated Mediating Model of School Connectedness and Self-Esteem. Behav Sci (Basel) 2023; 13:929. [PMID: 37998676 PMCID: PMC10669031 DOI: 10.3390/bs13110929] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/17/2023] [Revised: 10/28/2023] [Accepted: 11/10/2023] [Indexed: 11/25/2023] Open
Abstract
Little is known about how rejecting and controlling parenting styles may influence adolescent psychological crisis and what conditions may buffer the detrimental effects of psychological crisis. By integrating multiple theories, this study investigated self-esteem as an underlying mediator and school connectedness as a potential moderator to explain the link between negative parenting and the two psychological crises among Chinese adolescents. In this study, the questionnaire method is adopted to examine the combined mechanism of rejecting parenting style and controlling parenting style on the psychological crisis of adolescents. In total, 1863 adolescents were involved in this study, ranging from 13 to 17 years old. The results showed that both the rejecting parenting style and the controlling parenting style can significantly and positively predict the level of psychological crisis of adolescents, but the predictive power of the rejecting parenting style was stronger. Self-esteem partially mediates the relationship between rejecting parenting style, controlling parenting style, and psychological crisis. School connectedness moderates both the effects of rejecting parenting styles on self-esteem and the effects of self-esteem on the psychological crisis. This study identifies the internal mechanisms by which negative parenting styles affect adolescents' psychological crisis, and reveals the mediating and moderating roles of self-esteem and school connectedness, providing additional explanatory paths for the mechanisms of adolescents' psychological crisis.
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Affiliation(s)
| | | | - Aibao Zhou
- School of Psychology, Northwest Normal University, Lanzhou 730070, China; (J.Z.); (H.Z.)
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7
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Lai J, Chen Z. The relationship between family cohesion and adaptability and non-suicidal self-injury behavior in ethnic minority adolescents: a moderating mediation model. Front Psychol 2023; 14:1206889. [PMID: 37928581 PMCID: PMC10625406 DOI: 10.3389/fpsyg.2023.1206889] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/16/2023] [Accepted: 09/13/2023] [Indexed: 11/07/2023] Open
Abstract
To explore the relationship between family cohesion and adaptability and non-suicidal self-injury behavior among ethnic minority adolescents, as well as the mediating effect of depression and the moderating effect of school connectedness, this study adopts the Family Adaptability and Cohesion Scale, the Non-Suicidal Self-Injury Behavior Questionnaire, the Center for Epidemiological Studies Depression Scale, and the School Connectedness Scale to collect behavioral data from 949 ethnic minority middle-school students. Descriptive statistical analysis and correlation analysis, as well as the mediating and moderating effects, were performed using SPSS 25.0 and the PROCESS macro program. We found that family cohesion and adaptability significantly and negatively predicted non-suicidal self-injury in ethnic minority adolescents (β = -0.28, p < 0.001); depression mediated the relationship between family cohesion and adaptability and non-suicidal self-injury in minority adolescents, with a confidence interval (mediating effect size -0.15, and a Bootstrap 95% CI) of [-0.19, -0.12]. School connectedness moderated the second half of the mediating effect (β = -0.08, p < 0.01).
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Affiliation(s)
- Junrong Lai
- CAS Key Laboratory of Mental Health, Institute of Psychology, Chinese Academy of Sciences, Beijing, China
- Department of Psychology, University of Chinese Academy of Sciences, Beijing, China
| | - Zhiyan Chen
- CAS Key Laboratory of Mental Health, Institute of Psychology, Chinese Academy of Sciences, Beijing, China
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Lohr AM, Bell ML, Coulter K, Marston S, Thompson M, Carvajal SC, Wilkinson-Lee AM, Gerald LB, Korchmaros J. The Association Between Duration of School Garden Exposure and Self-Reported Learning and School Connectedness. Health Educ Behav 2023; 50:637-646. [PMID: 35311372 DOI: 10.1177/10901981221084266] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
When students feel connected to their school, they experience positive health and academic outcomes. In contrast, school disengagement is a predictor of dropout, delinquency, and substance use. School garden programming has the potential to help children achieve academic outcomes and feel connected to their school. Unfortunately, most school garden research has been conducted with white, affluent study participants. We describe the results of a secondary analysis utilizing data from an evaluation of a university-supported community school garden program (CSGP). Using a cross-sectional survey study design, we examined the impact of school garden programming in Title I schools on primarily Latino/a (Hispanic) elementary student self-reported learning and feelings of school connectedness by comparing students with ≤1 year exposure to those with >1 year. Social cognitive theory formed the conceptual basis for the analysis. Duration of school garden exposure did not have a significant association with self-reported learning or feelings of school connectedness. Regardless of past exposure, fifth-grade students, females, and those who identify as Latino/a (Hispanic) felt that school garden programming improved their learning. Latino/a (Hispanic) students who participate in school garden programming may also feel a greater sense of connection to their teachers and peers at school. Qualitative results demonstrated that most students enjoyed spending time in the garden and indicated that participating in the program helped them learn new things and feel connected to their school. If individuals who may be disadvantaged because of systemic racism, such as Latino/a (Hispanic) students, can benefit from school garden programming, such interventions should be further investigated and prioritized.
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9
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Klik KA, Cárdenas D, Reynolds KJ. School climate, school identification and student outcomes: A longitudinal investigation of student well-being. Br J Educ Psychol 2023; 93:806-824. [PMID: 37068920 DOI: 10.1111/bjep.12597] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/24/2022] [Accepted: 03/14/2023] [Indexed: 04/19/2023]
Abstract
BACKGROUND Schools are increasingly recognized as key facilitators of child and youth well-being. Much attention has been directed to the school social environment and the areas of school climate or school connectedness/identification. Drawing on the social identity approach and related work, it has been argued that school social identification may be the mechanism or process through which school climate comes to impact individual student functioning (Applied Psychology, 28, 2009, 171). Much of the previous research on social identity and well-being, though, is limited because it is cross-sectional. AIMS, SAMPLE & METHODS This current study aims to advance understanding of the relationships between school climate, school identification and positive and negative well-being. It adopts a three-wave longitudinal sample of Australian students (N = 6537 wave 3, grades 7-10) and incorporates a range of control variables. Multilevel modelling (MLM) is used to test relationships of interest. RESULTS AND CONCLUSIONS In line with predictions, school identification was a significant mediator of the relationship between school climate and the well-being dimensions of positive affect and depression (but not anxiety). The substantial theoretical and practical implications of this research are discussed, including the role of the school social environment in helping young people successfully transition to adulthood.
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Affiliation(s)
| | - Diana Cárdenas
- Research School of Psychology, Australian National University, Canberra, Australian Capital Territory, Australia
- Department of Psychology, University of Montreal, Montreal, Quebec, Canada
| | - Katherine J Reynolds
- Research School of Psychology, Australian National University, Canberra, Australian Capital Territory, Australia
- Melbourne Graduate School of Education, University of Melbourne, Melbourne, Victoria, Australia
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10
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Goetschius LG, McLoyd VC, Hein TC, Mitchell C, Hyde LW, Monk CS. School connectedness as a protective factor against childhood exposure to violence and social deprivation: A longitudinal study of adaptive and maladaptive outcomes. Dev Psychopathol 2023; 35:1219-1234. [PMID: 34779377 PMCID: PMC10037103 DOI: 10.1017/s0954579421001140] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
School connectedness, a construct indexing supportive school relationships, has been posited to promote resilience to environmental adversity. Consistent with prominent calls in the field, we examined the protective nature of school connectedness against two dimensions of early adversity that index multiple levels of environmental exposure (violence exposure, social deprivation) when predicting both positive and negative outcomes in longitudinal data from 3,246 youth in the Fragile Families and Child Wellbeing Study (48% female, 49% African American). Child and adolescent school connectedness were promotive, even when accounting for the detrimental effects of early adversity. Additionally, childhood school connectedness had a protective but reactive association with social deprivation, but not violence exposure, when predicting externalizing symptoms and positive function. Specifically, school connectedness was protective against the negative effects of social deprivation, but the effect diminished as social deprivation became more extreme. These results suggest that social relationships at school may compensate for low levels of social support in the home and neighborhood. Our results highlight the important role that the school environment can play for youth who have been exposed to adversity in other areas of their lives and suggest specific groups that may especially benefit from interventions that boost school connectedness.
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Affiliation(s)
| | | | - Tyler C. Hein
- Serious Mental Illness Treatment Resource and Evaluation Center, Office of Mental Health and Suicide Prevention, Department of Veterans Affairs
| | - Colter Mitchell
- Survey Research Center of the Institute for Social Research, University of Michigan, Ann Arbor, MI
- Population Studies Center of the Institute for Social Research, University of Michigan, Ann Arbor, MI
| | - Luke W. Hyde
- Department of Psychology, University of Michigan, Ann Arbor, MI
- Survey Research Center of the Institute for Social Research, University of Michigan, Ann Arbor, MI
| | - Christopher S. Monk
- Department of Psychology, University of Michigan, Ann Arbor, MI
- Survey Research Center of the Institute for Social Research, University of Michigan, Ann Arbor, MI
- Neuroscience Graduate Program, University of Michigan, Ann Arbor, MI
- Department of Psychiatry, University of Michigan, Ann Arbor, MI
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11
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Wilkins NJ, Verlenden JMV, Szucs LE, Johns MM. Classroom Management and Facilitation Approaches That Promote School Connectedness. J Sch Health 2023; 93:582-593. [PMID: 36464639 DOI: 10.1111/josh.13279] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/21/2022] [Revised: 09/21/2022] [Accepted: 11/02/2022] [Indexed: 06/06/2023]
Abstract
BACKGROUND When children and youth feel connected to their school, family, and others in their community, they are less likely to engage in risky behaviors and experience negative health. Disruptions to school operations during the COVID-19 pandemic have led many teachers and school administrators to prioritize finding ways to strengthen and re-establish a sense of connectedness among students and between students and adults in school. METHODS We conducted a systematic search of peer-reviewed literature that reported on US-based research and were published in English from January 2010 through December 2019 to identify classroom management approaches that have been empirically tied to school connectedness-related outcomes in K-12 school settings. FINDINGS Six categories of classroom management approaches were associated with improved school connectedness among students: (1) teacher caring and support, (2) peer connection and support, (3) student autonomy and empowerment, (4) management of classroom social dynamics, (5) teacher expectations, and (6) behavior management. IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY Prioritizing classroom management approaches that emphasize positive reinforcement of behavior, restorative discipline and communication, development of strong, trusting relationships, and explicitly emphasize fairness has potential to promote equitable disciplinary practices in schools. CONCLUSIONS Classroom management approaches most linked to school connectedness are those that foster student autonomy and empowerment, mitigate social hierarchies and power differentials among students, prioritize positive reinforcement of behavior and restorative disciplinary practices, and emphasize equity and fairness.
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Affiliation(s)
- Natalie J Wilkins
- Division of Adolescent and School Health, National Center for HIV/AIDS, Viral Hepatitis, STD, and TB Prevention, Centers for Disease Control and Prevention, GA, Atlanta
| | - Jorge M V Verlenden
- Division of Adolescent and School Health, National Center for HIV/AIDS, Viral Hepatitis, STD, and TB Prevention, Centers for Disease Control and Prevention, GA, Atlanta
| | - Leigh E Szucs
- Division of Adolescent and School Health, National Center for HIV/AIDS, Viral Hepatitis, STD, and TB Prevention, Centers for Disease Control and Prevention, GA, Atlanta
| | - Michelle M Johns
- Division of Adolescent and School Health, National Center for HIV/AIDS, Viral Hepatitis, STD, and TB Prevention, Centers for Disease Control and Prevention, GA, Atlanta
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12
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Mulitauopele C, Israel W, Rosenberg S, Brooks-Russell A, Ma M, Dinger MK. The Association of School Learning Environment With Adolescent Health Behaviors. J Sch Health 2023. [PMID: 36815238 DOI: 10.1111/josh.13314] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/06/2022] [Revised: 12/07/2022] [Accepted: 02/05/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND In 2020, schools shifted to remote learning in response to mitigating COVID-19. Since then, students have fluctuated between in-person and remote learning environments. Changes to instructional models raise questions about the impact on health. METHODS This study leveraged a statewide surveillance system (Healthy Kids Colorado Survey) to examine the relationship between learning environment and adolescent health. The survey was administered in Fall 2020 to 26 high schools, resulting in 4564 respondents. RESULTS Overall, results suggested positive and negative associations between the 3 learning environments. Notably, as compared to in-person students, hybrid and remote students reported more stress (OR = 1.82, p < .001; OR = 1.41, p = .001), less school connectedness (OR = 0.71 and 0.61, p < .001); remote students reported more parental abuse (OR = 1.33, p = .010) and less alcohol consumption (OR = 0.61, p < .001). CONCLUSION This study may be used to better understand risk and protective factors experienced by youth at school and home with the goal of improving prevention strategies.
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Affiliation(s)
- Christine Mulitauopele
- Department of Community and Behavioral Health, Colorado School of Public Health, University of Colorado Anschutz Medical Campus, 13001 E 17th Pl, Aurora, CO, 80045, USA
| | - Whitney Israel
- Department of Community and Behavioral Health, Colorado School of Public Health, University of Colorado Anschutz Medical Campus, 13001 E 17th Pl, Aurora, CO, 80045, USA
| | - Sophie Rosenberg
- Department of Community and Behavioral Health, Colorado School of Public Health, University of Colorado Anschutz Medical Campus, 13001 E 17th Pl, Aurora, CO, 80045, USA
| | - Ashley Brooks-Russell
- Department of Community and Behavioral Health, Colorado School of Public Health, University of Colorado Anschutz Medical Campus, 13001 E 17th Pl, Aurora, CO, 80045, USA
| | - Ming Ma
- Department of Community and Behavioral Health, Colorado School of Public Health, University of Colorado Anschutz Medical Campus, 13001 E 17th Pl, Aurora, CO, 80045, USA
| | - Mary K Dinger
- Department of Community and Behavioral Health, Colorado School of Public Health, University of Colorado Anschutz Medical Campus, 13001 E 17th Pl, Aurora, CO, 80045, USA
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13
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Fagan MJ, Duncan MJ, Bedi RP, Puterman E, Leatherdale ST, Faulkner G. Physical activity and substance use among Canadian adolescents: Examining the moderating role of school connectedness. Front Public Health 2022; 10:889987. [PMID: 36438291 PMCID: PMC9686278 DOI: 10.3389/fpubh.2022.889987] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/04/2022] [Accepted: 10/21/2022] [Indexed: 11/11/2022] Open
Abstract
Physical activity may play a role in promoting or preventing substance use among youth. The purpose of this study was to examine the association between different types of physical activity [i.e., non-competitive school sport, competitive school sport, outside of school sport and minutes of moderate to vigorous physical activity (MVPA) per day] and substance use (i.e., current smoking, e-cigarette, cannabis, binge drinking) among Canadian youth. Interaction effects between physical activity and school connectedness were also examined. Using data from the COMPASS study (2018-19; n = 73,672), four multi-level logistic regression models were developed to investigate whether physical activity lessened or worsened the odds of (1) smoking; (2) e-cigarette use; (3) cannabis use; and (4) binge drinking. Models were stratified by gender to reflect the inherent differences between genders. Models were adjusted for demographic factors and other covariates. Sport participation was consistently associated with substance use, whereas less evidence was found for meeting MVPA guidelines. Non-competitive school sport lessened the odds of cannabis use for males and females. However, non-competitive school sport only lessened the odds of e-cigarette use for females but increased the odds of binge drinking for males. Participation in competitive school sport lessened the odds of cigarette smoking but increased the odds of e-cigarette use and binge drinking for males and females. Outside of school sport lessened the odds of cigarette smoking and cannabis use but increased the odds of e-cigarette use and binge drinking for males and females. A significant moderation effect was found for males participating in sport outside of school and meeting MVPA guidelines who were at a lower risk of e-cigarette use in the presence of high levels of school connectedness. Our study provides evidence for further consideration and provision of extracurricular activities, specifically non-competitive sport, in protecting against substance use. Caution is required in claiming that sport participation or physical activity, in general, is negatively associated with substance use among youth.
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Affiliation(s)
- Matthew James Fagan
- University of British Columbia, Vancouver, BC, Canada,*Correspondence: Matthew James Fagan
| | | | | | - Eli Puterman
- University of British Columbia, Vancouver, BC, Canada
| | | | - Guy Faulkner
- University of British Columbia, Vancouver, BC, Canada
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Sabina C, Marsical ES, Cuevas CA. Psychological Functioning Among Latino Victims of Teen Dating Violence: The Role of Relational and Collective Resources. J Interpers Violence 2022; 37:NP19781-NP19810. [PMID: 34558321 DOI: 10.1177/08862605211044097] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
This study examined whether the relationship between teen dating violence (DV) and psychological functioning (depression, anxiety, and hostility) varied as a function of relational and collective resources (social support, familism, and school connectedness) among Latino teen victims of DV. Data came from a subset of youth who experienced DV (n = 95) from the Dating Violence Among Latinos Adolescents Study, a national survey of Latino teens aged 12-18 years old. Multivariate regression models showed that school connectedness was associated with lower depression and anxiety for DV victims. Additionally, five interactions were significant across depression, anxiety, and hostility: Three following a pattern of protective-enhancing (DV × School connectedness for depression and anxiety; DV × Social support for anxiety) and two following a pattern of vulnerability-reactive (DV × Familism for anxiety and hostility). School connectedness is an important protective factor for Latino teen victims of DV and one that can inform intervention efforts. Latino victims of DV benefit from high levels of school connectedness and social support, especially when DV is high. At high levels of DV familism is associated with a worsening of mental health. It is important to understand the nuances of how these resources work at varying levels of DV for intervention and prevention purposes.
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Wilson K, Ramella K, Poulos A. Building School Connectedness Through Structured Recreation During School: A Concurrent Mixed-Methods Study. J Sch Health 2022; 92:1013-1021. [PMID: 35871538 DOI: 10.1111/josh.13222] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/12/2022] [Revised: 05/24/2022] [Accepted: 07/08/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND School connectedness (SC) is associated with improved health and academic outcomes. The purposes of this study were to explore factors contributing to students' perceptions of SC and if participation in structured recreation at school was associated with SC. METHODS We used concurrent mixed-methods including cross-sectional qualitative data to explore factors contributing to SC among fifth- and sixth-grade students at 2 schools in Phoenix, AZ, USA (N = 330), and quantitative measures to explore the association between SC and recreation participation (N = 129). Students completed a journaling activity to identify factors contributing to feelings of SC. Responses were analyzed using both deductive and inductive approaches. Student surveys were analyzed using 1-way analyses of variance to assess differences between participation level and SC. RESULTS Eight themes contributing to SC emerged: Relationships (peer, adult), Competence (competence), Autonomy (choice), Relax (relax), Recreation (structured, play), Fun (fun), Academics (academic learning), and Environment (food and safety). Participation in structured recreation programming in the classroom and at recess were associated with higher levels of SC (p < .05). CONCLUSIONS School practitioners can integrate opportunities for structured recreation in the classroom and at recess as a fun and engaging strategy to foster adult support and peer relationships, enhancing SC.
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Affiliation(s)
- Kylie Wilson
- College of Health Solutions, Arizona State University, 550 N 3rd Street, Phoenix, AZ, 85004, USA
| | - Kelly Ramella
- School of Community Resources & Development, Arizona State University, 411 N Central Avenue, Phoenix, AZ, 85004, USA
| | - Allison Poulos
- College of Health Solutions, Arizona State University, 550 N 3rd Street, Phoenix, AZ, 85004, USA
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Duby Z, Maruping K, Jonas K, Appollis TM, Vanleeuw L, Mathews C. "We can't share things with our teachers": Narratives of mistrust and disconnect between South African female learners and their teachers. Front Educ (Lausanne) 2022; 7:10.3389/feduc.2022.882959. [PMID: 37207104 PMCID: PMC10193282 DOI: 10.3389/feduc.2022.882959] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/21/2023]
Abstract
The quality and nature of student-teacher relationships have implications outside of the academic domain. Support from teachers plays a significant protective role in the mental and emotional well-being of adolescents and young people, and can help to reduce or delay their engagement in risk behaviours, thereby decreasing negative sexual and reproductive health outcomes such as teenage pregnancy. Using the theory of teacher connectedness, an element of school connectedness, this research explores the narratives surrounding teacher-student relationships amongst South African adolescent girls and young women (AGYW) and teachers. Data were collected through in-depth interviews with 10 teachers, and 63 in-depth interviews and 24 focus group discussions with 237 AGYW aged 15-24 from five South African provinces characterised by high rates of HIV and teenage pregnancy amongst AGYW. Analysis of the data followed a thematic and collaborative approach, comprising coding, analytic memo-ing, and verification of emerging interpretations through discussion and participant feedback workshops. Findings related to perceptions of support and connectedness in teacher-student relationships centred around AGYW narratives of mistrust and a lack of support from teachers, and the consequential negative implications for academic performance and motivation to attend school, self-esteem, and mental health. Teachers' narratives centred around challenges providing support, feeling overwhelmed and incapable of fulfilling multiple roles. Findings provide valuable insight into student-teacher relationships in South Africa, their impact on educational attainment, and on the mental health and sexual and reproductive health of AGYW.
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Affiliation(s)
- Zoe Duby
- Health Systems Research Unit, South African Medical Research Council, Cape Town, South Africa
- Division of Social and Behavioural Sciences in the School of Public Health and Family Medicine, University of Cape Town, Cape Town, South Africa
- CORRESPONDENCE Zoe Duby
| | - Kealeboga Maruping
- Health Systems Research Unit, South African Medical Research Council, Cape Town, South Africa
| | - Kim Jonas
- Health Systems Research Unit, South African Medical Research Council, Cape Town, South Africa
- Adolescent Health Research Unit, Division of Child and Adolescent Psychiatry, University of Cape Town, Cape Town, South Africa
| | - Tracy McClinton Appollis
- Health Systems Research Unit, South African Medical Research Council, Cape Town, South Africa
- Adolescent Health Research Unit, Division of Child and Adolescent Psychiatry, University of Cape Town, Cape Town, South Africa
| | - Lieve Vanleeuw
- Health Systems Research Unit, South African Medical Research Council, Cape Town, South Africa
- Office of Aids and TB Research, South African Medical Research Council, Cape Town, South Africa
| | - Catherine Mathews
- Health Systems Research Unit, South African Medical Research Council, Cape Town, South Africa
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Li H, Gan X, Xiang GX, Zhou T, Wang P, Jin X, Zhu C. Peer Victimization and Problematic Online Game Use Among Chinese Adolescents: The Dual Mediating Effect of Deviant Peer Affiliation and School Connectedness. Front Psychol 2022; 13:823762. [PMID: 35391976 PMCID: PMC8983062 DOI: 10.3389/fpsyg.2022.823762] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/28/2021] [Accepted: 03/01/2022] [Indexed: 01/16/2023] Open
Abstract
Abundant evidence has proved an association between peer victimization and problematic online game use (POGU). However, the underlying mechanisms of this relation are still under-investigated. Grounded in the ecological system theory, this study examined whether deviant peer affiliation (DPA) and school connectedness mediated the association between peer victimization and adolescent POGU. A sample of 698 Chinese adolescents completed questionnaires regarding peer victimization, problematic online game use, DPA, and school connectedness, of which 51.58% were boys. Path analyses indicated that peer victimization was positively associated with problematic online game use, and this link could be mediated by deviant peer affiliation and school connectedness. The findings identify the potential underlying mechanism by which peer victimization is associated with adolescent problematic online game use, which has important implications for theory and prevention.
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Affiliation(s)
- Hao Li
- Department of Psychology, College of Education and Sports Sciences, Yangtze University, Jingzhou, China
| | - Xiong Gan
- Department of Psychology, College of Education and Sports Sciences, Yangtze University, Jingzhou, China
| | - Guo-Xing Xiang
- Department of Psychology, College of Education and Sports Sciences, Yangtze University, Jingzhou, China
| | - Ting Zhou
- Department of Psychology, College of Education and Sports Sciences, Yangtze University, Jingzhou, China
| | - Pinyi Wang
- Department of Psychology, College of Education and Sports Sciences, Yangtze University, Jingzhou, China
| | - Xin Jin
- Department of Psychology, College of Education and Sports Sciences, Yangtze University College of Technology and Engineering, Jingzhou, China
| | - Congshu Zhu
- Department of Psychology, College of Education and Sports Sciences, Yangtze University, Jingzhou, China
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Graham LJ, Gillett-Swan J, Killingly C, Van Bergen P. Does It Matter If Students (Dis)like School? Associations Between School Liking, Teacher and School Connectedness, and Exclusionary Discipline. Front Psychol 2022; 13:825036. [PMID: 35310270 PMCID: PMC8927887 DOI: 10.3389/fpsyg.2022.825036] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2021] [Accepted: 01/11/2022] [Indexed: 11/13/2022] Open
Abstract
School liking is an important factor in student engagement, well-being, and academic achievement, but it is also potentially influenced by factors external to the individual, such as school culture, teacher support, and approaches to discipline. The present study employed a survey methodology to investigate the associations between school liking and disliking, teacher and school connectedness, and experiences of exclusionary discipline from the perspective of students themselves. Participants included 1,002 students (Grades 7-10) from three secondary schools serving disadvantaged communities. Results indicated clear differences between students who like and dislike school in terms of their preferred school activities and school disciplinary history, with students who disliked school experiencing overall lower school connectedness. Moreover, students who disliked school experienced less positive relationships with their teachers, and this was even more pronounced for students who had been previously suspended. The findings reveal key differences between students who do and do not like school, differences that may be masked by typical research approaches. This research indicates the need for more nuanced, student-informed approaches to inclusive school reform.
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Affiliation(s)
- Linda J Graham
- Centre for Inclusive Education, Queensland University of Technology (QUT), Brisbane, QLD, Australia
| | - Jenna Gillett-Swan
- Centre for Inclusive Education, Queensland University of Technology (QUT), Brisbane, QLD, Australia
| | - Callula Killingly
- Centre for Inclusive Education, Queensland University of Technology (QUT), Brisbane, QLD, Australia
| | - Penny Van Bergen
- School of Education, Macquarie University, Sydney, NSW, Australia
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Abstract
OBJECTIVE The objective of this study was to examine associations between chronic health conditions and school disconnectedness, trouble getting along with others at school, and peer victimization at age 15. METHOD We conducted a secondary analysis of population-based data from the Fragile Families and Child Wellbeing birth cohort to investigate associations between chronic developmental/behavioral and physical health conditions and school disconnectedness, trouble getting along with others at school, and peer victimization of adolescents using mother-reported child health conditions and youth-reported relationships/experiences at school ascertained from standardized scales. Associations were examined using linear and logistic regression models adjusting for confounding factors. RESULTS Of the 2874 adolescents included, more than one-third had at least 1 chronic health condition. Compared with those with no chronic health conditions, adolescents with developmental/behavioral health conditions felt more disconnected from school (by 0.22 SDs), had more trouble getting along with others at school (0.22 SD), and were more victimized by peers at school (0.20 SD). Teens with physical health conditions also felt more disconnected from school (0.10 SD), had more trouble getting along with others at school (0.12 SD), and were more victimized by peers (0.12 SD). One noteworthy difference was that adolescents with developmental/behavioral conditions were more likely than those with no conditions to report trouble getting along with teachers, but adolescents with physical health conditions were not. CONCLUSION Chronic health conditions were associated with disconnectedness from school and negative school social interactions in this study of US urban youth, suggesting that targeted resources and interventions for this population are needed.
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Affiliation(s)
- Christine James
- School of Social Work, Rutgers University, New Brunswick, NJ
| | - Hope Corman
- Department of Finance and Economics, Rider University, Lawrenceville, NJ
- Health Economics Program, National Bureau of Economic Research, New York, NY
| | - Kelly Noonan
- Department of Economics, Princeton University, Princeton, NJ
| | - Nancy E. Reichman
- The Department of Pediatrics, Rutgers University – Robert Wood Johnson Medical School, Child Health Institute of New Jersey, New Brunswick, NJ
| | - Manuel E. Jimenez
- The Department of Pediatrics, Rutgers University – Robert Wood Johnson Medical School, Child Health Institute of New Jersey, New Brunswick, NJ
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Buckley L, Sheehan M, Dingli K, Reveruzzi B, Horgan V. Taking Care of Friends: The Implementation Evaluation of a Peer-Focused School Program Using First Aid to Reduce Adolescent Risk-Taking and Injury. Int J Environ Res Public Health 2021; 18:13030. [PMID: 34948640 DOI: 10.3390/ijerph182413030] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 11/09/2021] [Revised: 12/06/2021] [Accepted: 12/08/2021] [Indexed: 01/10/2023]
Abstract
Injury is a leading cause of adolescent deaths, with risk-taking associated with a sizeable proportion of injuries and many of those risks undertaken in the presence of peers or with peers’ knowledge. Novel ways to promote safety are required and using the peer-relationship may be an important mechanism for prevention. This study reports on the implementation evaluation of the Skills for Preventing Injury in Youth (SPIY) program. SPIY is a high-school program designed to reduce injury by encouraging peers to look out for one another and prevent risk-taking, complemented by developing peer helping and first aid skills as well as school connectedness. 152 students and 12 teachers who delivered SPIY participated in separate 30 min focus groups and reported on students’ understanding of peer protective behaviour and the program implementation (adherence, dose, quality of program delivery, and participant responsiveness). Students reported on many approaches to protecting friends and both students and teachers reported they found the program interesting, interactive, and able to be delivered. Peer protection messages were relevant and acceptable to teachers and students in a risk-taking harm reduction program to reduce adolescent injury.
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Abstract
A remarkable point in previous decades in every aspect of life is well-being which is also effective in academic settings, and it is consistent with positive psychology, in which one can recognize how to make everything pleasing. Moreover, grit is another noteworthy point in the process of learning, which is at the center of researchers’ attention in last years as a result of its long-term eminence. In addition, school connectedness is another important factor that was found to be positively related to students’ well-being. Therefore, the current review endeavors to emphasize the mediating role of these two constructs, grit and school connectedness on students’ well-being. Successively, some implications are proposed for educators, learners, teacher educators, and materials developers.
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Affiliation(s)
- Kunni Han
- College of Liberal Arts, Journalism and Communication, Qingdao University, Qingdao, China.,Institute for Research on Portuguese-Speaking Countries, City University of Macau, Macau SAR, China
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22
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Singtakaew A, Chaimongkol N. Deliberate self-harm among adolescents: A structural equation modelling analysis. Int J Ment Health Nurs 2021; 30:1649-1663. [PMID: 34350687 DOI: 10.1111/inm.12918] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/03/2021] [Revised: 06/20/2021] [Accepted: 07/25/2021] [Indexed: 11/30/2022]
Abstract
Deliberate self-harm is an intentional behaviour involving direct destruction of body tissues that causes non-fatal physical trauma to the extent that bleeding or bruising occurs without conscious suicidal intent. Adolescents' self-harm is an important issue in mental health work due to its high prevalence in Thailand. This study aims to test a causal model of deliberate self-harm and identify how sex, family relationship, school connectedness, stress, resilience, and self-control influenced deliberate self-harm behaviour in Thai adolescents. A model-testing, cross-sectional study was conducted to test a causal model of deliberate self-harm in Thai adolescents. Multi-stage random sampling was used to recruit 360 adolescents. Adolescents completed six self-report instruments: the family relationship questionnaire, student-school connectedness scale, resilience factors scale for Thai adolescents, self-control questionnaire, Perceived Stress Scale-10 (Thai version), and Deliberate Self-Harm Inventory. Internal consistencies ranged from 0.81 to 0.89. Data were analysed by using descriptive statistics and structural equation modelling. The findings found sex, resilience, stress, and school connectedness had direct effects on deliberate self-harm (β = -0.139, β = -0.266, β = 0.163, and β = -0.671, respectively). Resilience and stress also mediated the links between sex (female), family relationship, school connectedness, and deliberate self-harm. The variables accounted for 65.2% of the variance in the prediction of deliberate self-harm behaviour in Thai adolescents. These findings suggest the causal model of deliberate self-harm fit the empirical data. Interventions to reduce stress and strengthen school connectedness, family relationship, and resilience among Thai adolescents should be implemented, particularly for boys, to prevent deliberate self-harm.
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Affiliation(s)
- Arunothai Singtakaew
- Department of Mental Health, Srithanya Hospital, Ministry of Public Health, Amphur Muang, Nonthaburi, Thailand
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Cadman T, Hughes A, Wright C, López-López JA, Morris T, Rice F, Smith GD, Howe LD. The role of school enjoyment and connectedness in the association between depressive and externalising symptoms and academic attainment: Findings from a UK prospective cohort study. J Affect Disord 2021; 295:974-80. [PMID: 34706471 DOI: 10.1016/j.jad.2021.08.043] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/05/2020] [Revised: 08/18/2021] [Accepted: 08/20/2021] [Indexed: 11/22/2022]
Abstract
BACKGROUND Previous research on the relationship between children's depressive and externalising symptoms, experience of school, and academic attainment is inconclusive. The aims of this study were (i) to test bidirectional associations between children's school experience and depressive and externalising symptoms at age 10-11 and 13-14, (ii) to ascertain whether school experience age 13-14 is associated with academic attainment age 16, and (iii) to test whether school experience mediates the relationship between depressive or externalising symptoms and attainment. METHODS Data was used from the Avon Longitudinal Study of Parents and Children (n=6,409). A cross-lagged model was used to investigate bidirectional associations between school experience (enjoyment and connectedness) and depression and externalising at age 10-11 and 13-14. The same framework was used to test if school experience aged 13-14 mediated associations of depressive and externalising symptoms with later attainment. RESULTS Depressive and externalising symptoms at 10-11 were negatively associated with school connectedness (depressive: standardised β=-0.06, CI: -0.11, 0.01; externalizing: β=-0.13, CI: -0.17, -0.08), and school enjoyment at 13-14 (depressive β=-0.04, -0.08, 0.03; externalising: β=-0.08, CI: -0.13, -0.03). School enjoyment at 13-14 was positively associated with attainment at 16 (β=0.10, CI: 0.04, 0.15), and partially mediated associations between depressive and externalising symptoms at 10-11 and attainment at 16 (depressive: proportion mediated 2.2%, CI: -1.5, 5.9; externalising: proportion mediated; 4.7%, CI: 0.7, 10.1,). LIMITATIONS Results may be subject to residual confounding. CONCLUSIONS School enjoyment is a potentially modifiable risk factor that may affect educational attainment of adolescents with depressive or externalising symptoms.
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McCabe EM, Davis C, Mandy L, Wong C. The Role of School Connectedness in Supporting the Health and Well-Being of Youth: Recommendations for School Nurses. NASN Sch Nurse 2021; 37:42-47. [PMID: 34836466 DOI: 10.1177/1942602x211048481] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
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.
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Affiliation(s)
- Ellen M McCabe
- Assistant Professor, Hunter College, Hunter College School of Nursing, New York, NY
| | | | | | - Cindy Wong
- Hunter College School of Nursing, New York, NY
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Lee J, Chun J, Kim J, Lee J, Lee S. A Social-Ecological Approach to Understanding the Relationship between Cyberbullying Victimization and Suicidal Ideation in South Korean Adolescents: The Moderating Effect of School Connectedness. Int J Environ Res Public Health 2021; 18:ijerph182010623. [PMID: 34682368 PMCID: PMC8535638 DOI: 10.3390/ijerph182010623] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/17/2021] [Revised: 10/06/2021] [Accepted: 10/07/2021] [Indexed: 11/24/2022]
Abstract
Background: Cyberbullying victimization and suicidal ideation are both ongoing deleterious social problems in South Korea. Using the social-ecological approach, this study examined the association between cyberbullying victimization and suicidal ideation as well as the buffering role of school connectedness in this relationship. Methods: A nationally representative sample of 7333 adolescents from the 2016 Korean Children and Youth Right Study participated in the study. Data were analyzed using descriptive statistics, Wald chi-square test, bivariate correlations, and multivariate logistic regression analyses. Results: Nearly 17.7% of adolescents were cyberbullied, and 28.4% had suicidal ideation in the past 12 months. Cyberbullying victims were at an increased risk of suicidal ideation. The results also found that parental abuse, family dysfunction, and perceived peer relationship stress were positively associated with suicidal ideation, while parental support for autonomy was negatively associated with suicidal ideation. Further, school connectedness moderated on the relationship between cyberbullying victimization and adolescent suicidal ideation. Conclusions: These findings suggest that various stakeholders should consider interventions and preventive programs that address school connectedness when working with adolescents who are victims of cyberbullying and exhibit suicidal behavior.
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Affiliation(s)
- Jungup Lee
- Department of Social Work, National University of Singapore, Singapore 117570, Singapore
- Correspondence:
| | - JongSerl Chun
- Department of Social Welfare, Ewha Womans University, Seoul 03760, Korea; (J.C.); (J.K.); (J.L.); (S.L.)
| | - Jinyung Kim
- Department of Social Welfare, Ewha Womans University, Seoul 03760, Korea; (J.C.); (J.K.); (J.L.); (S.L.)
| | - Jieun Lee
- Department of Social Welfare, Ewha Womans University, Seoul 03760, Korea; (J.C.); (J.K.); (J.L.); (S.L.)
| | - Serim Lee
- Department of Social Welfare, Ewha Womans University, Seoul 03760, Korea; (J.C.); (J.K.); (J.L.); (S.L.)
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Cavioni V, Grazzani I, Ornaghi V, Agliati A, Pepe A. Adolescents' Mental Health at School: The Mediating Role of Life Satisfaction. Front Psychol 2021; 12:720628. [PMID: 34484083 PMCID: PMC8416350 DOI: 10.3389/fpsyg.2021.720628] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2021] [Accepted: 07/13/2021] [Indexed: 11/13/2022] Open
Abstract
In this study, we further developed prior research on risk and protective factors in adolescents' mental health. More specifically, we used structural equation modelling to assess whether relationships at school with teachers and peers, and life satisfaction predicted mental health in a large sample of adolescents, while also testing for age and gender invariance. The sample comprised 3,895 adolescents (M age = 16.7, SD = 1.5, 41.3% girls), who completed self-report instruments assessing their perceived life satisfaction, student-teacher relationship, school connectedness and mental health. Overall, the results suggested that life satisfaction acted as a mediator between adolescents' positive school relations and their mental health. Outcomes were invariant across genders, while quality of school relations and mental health declined with age. Limitations of the study and futures lines in mental health research among adolescents are briefly discussed.
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Affiliation(s)
- Valeria Cavioni
- Lab for Developmental and Educational Studies in Psychology, "R. Massa" Department of Human Sciences for Education, University of Milano-Bicocca, Milan, Italy
| | - Ilaria Grazzani
- Lab for Developmental and Educational Studies in Psychology, "R. Massa" Department of Human Sciences for Education, University of Milano-Bicocca, Milan, Italy
| | - Veronica Ornaghi
- Lab for Developmental and Educational Studies in Psychology, "R. Massa" Department of Human Sciences for Education, University of Milano-Bicocca, Milan, Italy
| | - Alessia Agliati
- Lab for Developmental and Educational Studies in Psychology, "R. Massa" Department of Human Sciences for Education, University of Milano-Bicocca, Milan, Italy
| | - Alessandro Pepe
- Lab for Developmental and Educational Studies in Psychology, "R. Massa" Department of Human Sciences for Education, University of Milano-Bicocca, Milan, Italy
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Debnam KJ, Milam AJ, Bottiani JH, Bradshaw CP. Teacher-Student Incongruence in Perceptions of School Equity: Associations with Student Connectedness in Middle and High Schools. J Sch Health 2021; 91:706-713. [PMID: 34287895 DOI: 10.1111/josh.13062] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/30/2019] [Revised: 01/14/2021] [Accepted: 01/19/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND School equity refers to the extent to which students are treated fairly, ensuring that each student receives what they need to be successful. School staff can play a vital role in creating an equitable school climate for adolescents, but little is known about how staff perceive equity in their school and how this in turn may relate to students' perceptions. This study sought to explore congruence between teacher and student perceptions of school equity and how congruence or incongruence related to students' sense of connectedness to school. METHODS Data for the study came from the Maryland Safe and Supportive Schools Climate Survey, which was administered online to 5523 school staff and 59,218 students across 104 middle and high schools. RESULTS Multilevel models indicated that, compared to high staff and high student ratings, there was lower connectedness among the schools with low staff, low student ratings of equity as well as the schools with high staff, low student and low staff, high student ratings of equity. CONCLUSIONS The findings suggest that staff perceptions of school equity are often higher than students and incongruence in perceptions may have a negative impact on students' connection to school.
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Affiliation(s)
- Katrina J Debnam
- Assistant Professor, , School of Nursing, School of Education & Human Development, University of Virginia, McLeod Hall Rm5007, P.O. Box 800782, Charlottesville, VA 22908-0782., USA
| | - Adam J Milam
- Faculty Associate, , Johns Hopkins University, Bloomberg School of Public Health, Baltimore, MD 21202., USA
| | - Jessika H Bottiani
- Research Assistant Professor, , University of Virginia, School of Education & Human Development, Ridley Hall 228, PO Box 400281, Charlottesville, VA 22904., USA
| | - Catherine P Bradshaw
- Professor, , University of Virginia, School of Education & Human Development, 417 Emmet Street South, PO Box 400260, Charlottesville, VA 22904-4260., USA
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Ladis B, Trucco EM, Huang H, Thomlison B, Fava NM. Longitudinal Effects of Peer, School, and Parenting Contexts on Substance Use Initiation in Middle Adolescence. J Evid Based Soc Work (2019) 2021; 18:566-584. [PMID: 34096482 PMCID: PMC8649054 DOI: 10.1080/26408066.2021.1932660] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
Purpose: Preventing substance use initiation (SUI) can reduce negative consequences associated with adult substance use disorder. The role of involvement with deviant peers, school connectedness, and parenting quality on SUI was investigated among a community sample (N = 387).Method: PROCESS tested whether three parenting quality factors (Parental Knowledge and Affective Relationships, Parental Control, and Parental Communication and Involvement) served as moderators of two different mediation pathways (involvement with deviant peers and school connectedness) on three SUI outcomes (alcohol, cigarettes, and marijuana).Results: Involvement with deviant peers mediated the relation between school connectedness and substance use. Low school connectedness predicted high deviant peer affiliation, which, in turn, predicted high SUI. School connectedness did not mediate involvement with deviant peers and substance use. Parenting quality factors were not significant moderators.Conclusion: Supporting adolescents who lack strong school connections may help prevent involvement with deviant peers, which, in turn, may prevent SUI.
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Affiliation(s)
- Barry Ladis
- Robert Stempel College of Public Health & Social Work, Florida International University, Miami, United States
| | - Elisa M Trucco
- Department of Psychology, Florida International University, Miami, United States
- Center for Children and Families, Florida International University, Miami, United States
- Department of Psychiatry, University of Michigan, United States
| | - Hui Huang
- Robert Stempel College of Public Health & Social Work, Florida International University, Miami, United States
| | - Barbara Thomlison
- Robert Stempel College of Public Health & Social Work, Florida International University, Miami, United States
| | - Nicole M Fava
- Robert Stempel College of Public Health & Social Work, Florida International University, Miami, United States
- Center for Children and Families, Florida International University, Miami, United States
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Abstract
The effect on students from the COVID-19 pandemic, violence related to racism, and loss of customary school routines may cause loss of both school connection and a sense of belonging. School nurses can positively influence student belonging and school connection as they encounter students throughout in-person school and virtual school environments. School nurses build connections with students whom they know and outreach to students whom they identify as vulnerable in the areas of belonging and school connectedness. With a mind-set of the Framework for 21st Century School Nursing Practice and in collaboration with a school team implementing a multitiered system of support, school nurses intentionally outreach and cultural sensitivity to grow positive school climate that benefits students.
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Coulter RWS, Paglisotti T, Montano G, Bodnar K, Bersamin M, Russell ST, Hill AV, Mair C, Miller E. Intersectional Differences in Protective School Assets by Sexuality, Gender, Race/Ethnicity, and Socioeconomic Status. J Sch Health 2021; 91:318-330. [PMID: 33740272 PMCID: PMC8432425 DOI: 10.1111/josh.13005] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/01/2020] [Revised: 11/03/2020] [Accepted: 11/25/2020] [Indexed: 06/12/2023]
Abstract
BACKGROUND School assets-such as connectedness, caring relationships with adults, high behavioral expectations from adults, and meaningful participation-are associated with positive outcomes for adolescents. However, little is known about how school assets differ among adolescents with intersecting marginalized identities. METHODS We used the 2013-2014 California Healthy Kids Survey (N = 320,462 students) to examine differences in school assets with respect to sexuality, gender, race/ethnicity, and socioeconomic status using adjusted multilevel linear regression models. RESULTS Sexual minority, gender minority, racial/ethnic minority, and low socioeconomic status adolescents had significantly lower protective school assets. For all outcomes, the differences between sexual minority and heterosexual adolescents were more pronounced among nontransgender girls than nontransgender boys; however, these differences were not consistently present among racial/ethnic minority students. For school connectedness and meaningful participation, differences for racial/ethnic minorities versus white adolescents were more pronounced among nontransgender girls than nontransgender boys. Differences between transgender adolescents and nontransgender boys were more pronounced for white adolescents compared to some other racial/ethnic minority students. Overall, adolescents with certain multiple marginalized identities had lower school assets. CONCLUSIONS Interventions are needed to strengthen school assets among marginalized students, thereby helping mitigate health and education inequities.
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Affiliation(s)
- Robert W S Coulter
- Assistant Professor, , Department of Behavioral and Community Health Sciences, Graduate School of Public Health, University of Pittsburgh, 6129 Public Health Building, 130 De Soto Street, Pittsburgh, PA, 15261., USA
| | - Taylor Paglisotti
- Data Analyst Coordinator, , Department of Pediatrics, School of Medicine, University of Pittsburgh, 120 Lytton Avenue, Pittsburgh, PA, 15213-1444., USA
| | - Gerald Montano
- Assistant Professor of Pediatrics, , Department of Pediatrics, School of Medicine, University of Pittsburgh, University Center, Suite 225, 120 Lytton Avenue, Pittsburgh, PA, 15213-1481., USA
| | - Kaitlin Bodnar
- Research Assistant, , University of Pittsburgh, Graduate School of Public Health, P.O. Box 7319, Pittsburgh, PA, 15213., USA
| | - Melina Bersamin
- Senior Research Scientist, , Prevention Research Center, 1516 East Franklin Street, Chapel Hill, NC, 27514., USA
| | - Stephen T Russell
- Professor, , Department of Human Development and Family Sciences, Population Research Center, University of Texas at Austin, 108 E Dean Keeton Street, Austin, TX, 78712., USA
| | - Ashley V Hill
- Postdoctoral Researcher, , Division of Adolescent and Young Adult Medicine, UPMC Children's Hospital of Pittsburgh, University Center, Suite 302.4, 120 Lytton Avenue, Pittsburgh, PA, 15213-1481., USA
| | - Christina Mair
- Associate Professor, , Department of Behavioral and Community Health Sciences, Graduate School of Public Health, University of Pittsburgh, 6136 Public Health Building, 130 De Soto Street, Pittsburgh, PA, 15261., USA
| | - Elizabeth Miller
- Professor, , Department of Pediatrics, School of Medicine, University of Pittsburgh, University Center, Suite 302.2, 120 Lytton Avenue, Pittsburgh, PA, 15213-1481., USA
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Eugene DR, Crutchfield J, Robinson ED. An Examination of Peer Victimization and Internalizing Problems through a Racial Equity Lens: Does School Connectedness Matter? Int J Environ Res Public Health 2021; 18:ijerph18031085. [PMID: 33530481 PMCID: PMC7908093 DOI: 10.3390/ijerph18031085] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/18/2020] [Revised: 01/19/2021] [Accepted: 01/22/2021] [Indexed: 01/22/2023]
Abstract
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.
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Matteau-Pelletier L, Bélanger RE, Leatherdale S, Desbiens F, Haddad S. Sex-Related Differences in Adolescent Cannabis Use: Influences of School Context and School Connectedness. J Sch Health 2020; 90:878-886. [PMID: 32954535 DOI: 10.1111/josh.12950] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/16/2019] [Revised: 03/20/2020] [Accepted: 07/07/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Boys use cannabis at a younger age and more frequently than girls. It has been suggested these sex differences might vary according to students' relationship to school. We explored whether the association between sex and adolescents' cannabis use varies among schools and according to students' school connectedness. METHODS The study population consisted of all students from 11 secondary schools in the greater Québec City area. The sample included 6185 respondents in years 1 to 5 at the secondary level (equivalent to grades 7-11). Study outcomes were monthly cannabis use and early cannabis use. RESULTS The association between sex and monthly cannabis use varied significantly among schools after controlling for students' main characteristics and school socioeconomic environment. We found a statistically significant modifying effect of school connectedness on the association between sex and monthly cannabis use. For early cannabis use, we found no modifying effect of school connectedness nor any association with sex. CONCLUSIONS Measures to reduce adolescents' cannabis use could be better adapted to local context and more tailored to specific higher-risk groups. School connectedness is a protective factor for cannabis use, although this effect appears stronger for girls than boys.
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Affiliation(s)
- Laurence Matteau-Pelletier
- Public Health and Preventive Medicine, Université Laval, 1050, Avenue de la Médecine, Quebec City, QC, G1V 0A6, Canada
| | - Richard E Bélanger
- Centre de Recherche sur les Soins et les Services de Première Ligne de l'Université Laval, 2525, Chemin de la Canardière, Quebec City, QC, G1J 0A4, Canada
| | - Scott Leatherdale
- Applied Public Health Research, School of Public Health and Health Systems, University of Waterloo, 200 University Ave. West, Waterloo, ON, N2L 3G1, Canada
| | - François Desbiens
- Public Health for the Capitale Nationale Region, 2400 Avenue D'Estimauville, Quebec City, QC, G1E 6W2, Canada
| | - Slim Haddad
- Centre de Recherche sur les Soins et les Services de Première Ligne de l'Université Laval, 2525, Chemin de la Canardière, Quebec City, QC, G1J 0A4, Canada
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Fernandez A, Loukas A, Golaszewski NM, Batanova M, Pasch KE. Adolescent Adjustment Problems Mediate the Association Between Racial Discrimination and School Connectedness. J Sch Health 2019; 89:945-952. [PMID: 31642069 PMCID: PMC10676035 DOI: 10.1111/josh.12838] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/24/2018] [Revised: 08/20/2018] [Accepted: 05/30/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND Whereas previous research suggests a positive association between racial discrimination and early adolescent adjustment problems, few studies examine the relationship between discrimination and school connectedness as it relates to adjustment problems among Hispanic early adolescents. In this study, we examined if depressive symptoms and conduct problems would mediate the concurrent association between perceived racial discrimination and school connectedness among Hispanic early adolescents. METHODS Participants for this study were 192 11-15-year-old (M = 12.1; SD = .95) Hispanic middle school students. Using multigroup path analyses, we examined the indirect association between racial discrimination and school connectedness through adjustment problems, and the equivalence of the associations across girls and boys. RESULTS Racial discrimination was positively associated with depressive symptoms and conduct problems for both girls and boys. In turn, depressive symptoms were negatively associated with school connectedness for girls only, whereas conduct problems were negatively associated with school connectedness for boys only. CONCLUSIONS In consideration of study findings, school personnel should be mindful of Hispanic adolescents who display depressive symptoms or conduct problems, as they may be highly vulnerable to lower levels of school connectedness when experiencing racial discrimination.
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Affiliation(s)
| | - Alexandra Loukas
- University of Texas at Austin, 2109 San Jacinto, Austin, TX, 78712
| | | | - Milena Batanova
- Harvard Graduate School of Education, 14 Appian Way, Cambridge, MA, 02138
| | - Keryn E Pasch
- University of Texas at Austin, 2109 San Jacinto, Austin, TX, 78712
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Cummins KM, Diep SA, Brown SA. Alcohol Expectancies Moderate the Association Between School Connectedness and Alcohol Consumption. J Sch Health 2019; 89:865-873. [PMID: 31478216 DOI: 10.1111/josh.12829] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/18/2017] [Revised: 08/05/2018] [Accepted: 08/11/2018] [Indexed: 06/10/2023]
Abstract
BACKGROUND In this study, we investigate the moderated association of school connectedness and alcohol expectancies with adolescent drinking. METHODS Two large community samples were obtained with 2 repeated attempted censuses of all students attending a large suburban school district. Participants completed a self-administered questionnaire that assessed substance use, alcohol expectancies, and school connectedness. We used logistic regression analyses on the training sample and confirmed with Bayesian test intervals with the test sample. RESULTS Party related alcohol expectancies and school connectedness interacted in their explanatory association with recent drinking and binging, such that school connectedness had a protective association only for youth with lower positive expectancies. These findings were the result of pre-planned exploratory analysis, which were confirmed with out-of-sample test data. CONCLUSIONS The potential benefits for student health behaviors resulting from improved school connectedness may be dependent on at least one dimension of alcohol expectancies, at the individual level.
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Affiliation(s)
- Kevin M Cummins
- Department of Social Work, San Diego State University & Department of Global Public Health, University of California San Diego, 9500 Gilman Drive, La Jolla, CA, 92093
| | - Sherry A Diep
- Department of Communicative Sciences and Disorders, New York University, Steinhardt, 726 Broadway, 7th Floor, New York, NY, 10003
| | - Sandra A Brown
- Department of Psychiatry and Psychology, University of California, San Diego, 9500 Gilman Drive, La Jolla, CA, 92093
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Fitzpatrick C, Burkhalter R, Asbridge M. Characteristics of Canadian Youth Adhering to Physical Activity and Screen Time Recommendations. J Sch Nurs 2019; 37:421-430. [PMID: 31630617 DOI: 10.1177/1059840519881185] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
The purpose of the study was to describe adherence to screen time (ST) and physical activity (PA) recommendations among Canadian youth. The present study was based on a representative sample of Canadian students from Grades 7 through 12 (N = 47,203). ST and PA as well as demographic (gender, ethnicity, grade, and province of residence) and individual (alcohol, tobacco and cannabis usage, school connectedness) correlates were self-reported by youth. In total, 49.2% (99% confidence interval [CI] = [46.3%, 52.2%]) of participants respected none of the recommendations, while 40.2% (99% CI [37.0%, 43.3%]) and 20.8% (99% CI [19.2%, 22.4%]) respected PA or ST recommendations, respectively. In terms of the correlates of health-related behavior, White ethnicity, alcohol use, and feeling more connected to school were positively correlated with adherence. Attending school in Quebec and smoking cannabis increased risk of poor compliance. The present findings may help the design of school-based health promotion strategies designed to increase PA and reduce ST.
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Affiliation(s)
- Caroline Fitzpatrick
- Département des sciences humaines, Université Sainte-Anne, Church Point, Nova Scotia, Canada.,PERFORM Centre, Concordia University, Montreal, Quebec, Canada.,Center for Education Practice Research, University of Johannesburg, Gauteng, South Africa
| | - Robin Burkhalter
- Propel Centre for Population Health Impact, University of Waterloo, Ontario, Canada
| | - Mark Asbridge
- Department of Community Health and Epidemiology, Dalhousie University, Halifax, Nova Scotia, Canada.,Department of Emergency Medicine, Dalhousie University, Halifax, Nova Scotia, Canada
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36
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Green G, DeFosset A, Kuo T. Residential Mobility Among Elementary School Students in Los Angeles County and Early School Experiences: Opportunities for Early Intervention to Prevent Absenteeism and Academic Failure. Front Psychol 2019; 10:2176. [PMID: 31649575 PMCID: PMC6795754 DOI: 10.3389/fpsyg.2019.02176] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2019] [Accepted: 09/10/2019] [Indexed: 11/27/2022] Open
Abstract
School connectedness is closely linked to academic success: students who are engaged at school have better attendance and academic performance, and are less likely to drop out. Residential mobility – having moved homes – can increase the risk of a negative academic trajectory (e.g., absenteeism and academic failure). Increasing housing instability in the United States due to rising housing costs, especially in urban areas, has made residential mobility a growing concern. While existing research has examined residential mobility among students and its connection to long-term consequences such as absenteeism and academic failure, less is known about how residential mobility relates to potential intermediate school experiences (e.g., school disconnectedness, low perceived academic ability, and experiences with school violence and harassment) that contribute to a negative academic trajectory. This study examines associations between residential mobility in elementary school and school experiences in a large urban jurisdiction. Data were collected from a sample of public elementary school students in Los Angeles County (5th grade, n = 5,620) via the California Healthy Kids Survey (2013–2014). Descriptive, Chi-square, multiple logistic regression analyses, and predicted probabilities were performed to examine the relationships between past-year residential mobility and indicators of school connectedness and school-based relationships, perceived academic performance, and exposure to violence and harassment. More than a third (36.6%) of students in the analysis sample moved at least once in the past year. After adjusting for neighborhood and family factors, a higher number of past-year moves was significantly associated with poorer school experiences, including lower odds of school connectedness for high-movers (2+ moves) [adjusted odds ratio (AOR) = 0.77; 95% confidence interval (CI) = 0.68–0.86], compared to non-movers. Movers had lower odds of perceived academic ability (1 move: AOR = 0.72; CI = 0.63–0.83; 2+ moves: AOR = 0.55; CI = 0.44–0.69), but higher odds of exposure to violence and harassment as a victim (1 move: AOR = 1.26, CI = 1.17–1.37; 2+ moves: AOR = 1.34, CI = 1.17–1.54), and as a perpetrator (1 move: AOR = 1.21, CI = 1.08–1.36; 2+ moves: AOR = 1.54, CI = 1.24–1.92). These results highlight the value of developing and implementing strategies that can identify and support students who move at young ages, to prevent student disengagement and promote attendance and academic success early in their life trajectory.
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Affiliation(s)
- Gabrielle Green
- Division of Chronic Disease and Injury Prevention, Los Angeles County Department of Public Health, Los Angeles, CA, United States
| | - Amelia DeFosset
- Division of Chronic Disease and Injury Prevention, Los Angeles County Department of Public Health, Los Angeles, CA, United States
| | - Tony Kuo
- Division of Chronic Disease and Injury Prevention, Los Angeles County Department of Public Health, Los Angeles, CA, United States.,Department of Family Medicine, David Geffen School of Medicine at UCLA, Los Angeles, CA, United States.,Department of Epidemiology, UCLA Fielding School of Public Health, Los Angeles, CA, United States.,Population Health Program, UCLA Clinical and Translational Science Institute, Los Angeles, CA, United States
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37
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Hsieh YP, Lu WH, Yen CF. Psychosocial Determinants of Insomnia in Adolescents: Roles of Mental Health, Behavioral Health, and Social Environment. Front Neurosci 2019; 13:848. [PMID: 31447642 PMCID: PMC6696979 DOI: 10.3389/fnins.2019.00848] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/25/2019] [Accepted: 07/30/2019] [Indexed: 12/18/2022] Open
Abstract
The theoretical explanation of human problems is derived from the complex interplay of psychological, social, economic, political, and physical factors.
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Affiliation(s)
- Yi-Ping Hsieh
- Department of Social Work, University of North Dakota, College of Nursing and Professional Disciplines, Grand Forks, ND, United States
| | - Wei-Hsin Lu
- Department of Psychiatry, Ditmanson Medical Foundation, Chia-Yi Christian Hospital, Chiayi City, Taiwan
| | - Cheng-Fang Yen
- Department of Psychiatry, Kaohsiung Medical University Hospital and School of Medicine, Graduate Institute of Medicine, Kaohsiung Medical University, Kaohsiung, Taiwan
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38
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He GH, Strodl E, Chen WQ, Liu F, Hayixibayi A, Hou XY. Interpersonal Conflict, School Connectedness and Depressive Symptoms in Chinese Adolescents: Moderation Effect of Gender and Grade Level. Int J Environ Res Public Health 2019; 16:ijerph16122182. [PMID: 31226754 PMCID: PMC6616512 DOI: 10.3390/ijerph16122182] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 05/05/2019] [Revised: 06/09/2019] [Accepted: 06/18/2019] [Indexed: 11/17/2022]
Abstract
This study examined the associations of interpersonal conflict and school connectedness with depressive symptoms in Chinese adolescents. A cross-sectional study was conducted among 6576 adolescents in Shenzhen, China. Participants completed a battery of questionnaires that assessed adolescents’ depressive symptoms, conflict with parents, teachers, and peers, school connectedness, and demographics. Multiple linear regression analysis was used to explore the association of interpersonal conflict and school connectedness with depressive symptoms in adolescents. Results showed that conflicts with their mother, father, teachers, and peers were associated with higher levels of depressive symptoms in adolescents, while greater school connectedness was related to lower levels of depressive symptoms in adolescents. Gender proved to be a moderator of these relationships in that the associations of quarreling with mothers, mothers’ use of emotional punishments, teachers’ use of emotional punishments, and school connectedness with depressive symptoms were stronger in females than males. Moreover, grade level proved to be another moderator, with the associations of teachers’ use of physical punishment and fighting with peers with depressive symptoms being stronger in primary school students than in secondary school students. Our findings suggest that gender and grade level moderated the association of interpersonal conflict and school connectedness with depressive symptoms in Chinese adolescents.
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Affiliation(s)
- Guan-Hao He
- Department of Biostatistics and Epidemiology, School of Public Health, Sun Yat-sen University, Guangzhou 510080, China.
| | - Esben Strodl
- School of Psychology and Counselling, Queensland University of Technology, Brisbane, QLD 4059, Australia.
| | - Wei-Qing Chen
- Department of Biostatistics and Epidemiology, School of Public Health, Sun Yat-sen University, Guangzhou 510080, China.
- Department of Information Management, Xinhua College of Sun Yat-Sen University, Guangzhou 510520, China.
| | - Fan Liu
- School of Psychology and Counselling, Queensland University of Technology, Brisbane, QLD 4059, Australia.
| | - Alimila Hayixibayi
- Department of Biostatistics and Epidemiology, School of Public Health, Sun Yat-sen University, Guangzhou 510080, China.
- School of Psychology and Counselling, Queensland University of Technology, Brisbane, QLD 4059, Australia.
| | - Xiang-Yu Hou
- School of Public Health and Social Work, Queensland University of Technology, Brisbane, QLD 4059, Australia.
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39
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Tian Y, Yu C, Lin S, Lu J, Liu Y, Zhang W. Parental Psychological Control and Adolescent Aggressive Behavior: Deviant Peer Affiliation as a Mediator and School Connectedness as a Moderator. Front Psychol 2019; 10:358. [PMID: 30846957 PMCID: PMC6393334 DOI: 10.3389/fpsyg.2019.00358] [Citation(s) in RCA: 21] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/24/2018] [Accepted: 02/05/2019] [Indexed: 11/24/2022] Open
Abstract
Abundant evidence has demonstrated an association between parental psychological control and adolescent aggressive behavior. However, the mediating and moderating mechanisms underlying this relation are still under-investigated. Grounded in the social development model and stress-buffering model, this study investigated whether deviant peer affiliation mediates the relation between parental psychological control and adolescent aggressive behavior, and whether this indirect link is moderated by school connectedness. A total of 4265 adolescents (Meanage = 13.66 years, SD = 2.74, 48.63% male) from southern China completed questionnaires regarding parental psychological control, deviant peer affiliation, school connectedness, and aggressive behavior. Structural equation models revealed that the relation between parental psychological control and aggressive behavior is partially mediated by deviant peer affiliation. Moreover, this indirect link was stronger for adolescents with low levels of school connectedness than for those with high levels of school connectedness. This study thus identifies the potential underlying mechanism by which parental psychological control is associated with adolescent aggressive behaviors, which has important implications for theory and prevention.
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Affiliation(s)
- Yunlong Tian
- School of Education, Guangzhou University, Guangzhou, China.,School of Education, Center for Brain and Cognitive Sciences, Guangzhou University, Guangzhou, China
| | - Chengfu Yu
- School of Education, Guangzhou University, Guangzhou, China.,School of Education, Center for Brain and Cognitive Sciences, Guangzhou University, Guangzhou, China
| | - Shuang Lin
- School of Education, Guangzhou University, Guangzhou, China.,School of Education, Center for Brain and Cognitive Sciences, Guangzhou University, Guangzhou, China
| | - Junming Lu
- Faculty of Social and Public Administration, Guangdong Baiyun University, Guangzhou, China
| | - Yi Liu
- Faculty of Social and Public Administration, Guangdong Baiyun University, Guangzhou, China
| | - Wei Zhang
- School of Psychology, South China Normal University, Guangzhou, China
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Abstract
Bullying has been linked to adolescent suicidal behavior. With dramatic increases in social media use among youth, understanding the influence of cyberbullying on adolescent suicidal behavior has become central to prevention efforts. This study examined the potential protective role of school connectedness in the relationship between cyberbullying and suicide risk behavior. Data were from 93 adolescents participating in a longitudinal study of an intervention to prevent health-risk behavior including suicidal behavior. Hierarchical logistic regression was used to examine the influence of cyberbullying and school connectedness on adolescent suicidal behavior. Findings indicated that being a victim of cyberbullying, but not a perpetrator, was associated with increased risk of suicide and that connections to school moderated this relationship in that, among youth who were victims of cyberbullying, those more connected to school were less likely to report suicidal behavior. Implications for school-based suicide prevention and school nurse practice are discussed.
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Affiliation(s)
- JaHun Kim
- Seattle University, Seattle, WA, USA
| | - Elaine Walsh
- Psychosocial and Community Health, School of Nursing, University of Washington, Seattle, WA, USA
| | - Kenneth Pike
- Office for Nursing Research, University of Washington, Seattle, WA, USA
| | - Elaine A Thompson
- Psychosocial and Community Health, School of Nursing, University of Washington, Seattle, WA, USA
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41
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Abstract
Children affected by HIV/AIDS are at high risk for poor mental health outcomes. Social and psychological connectedness to school has been identified as an important resilience factor for youth affected by adversity (Centers for Disease Control and Prevention. (2009). School connectedness: Strategies for increasing protective factors among youth. Atlanta, GA: U.S. Department of Health and Human Services). Defined as "the belief by students that adults in the school care about their learning as well as about them as individuals" (Centers for Disease Control and Prevention. (2009). School connectedness: Strategies for increasing protective factors among youth. Atlanta, GA: U.S. Department of Health and Human Services), school connectedness has been shown to be associated with higher academic performance, increased mental health, and quality of life. However, few studies have examined school connectedness in sub-Saharan Africa, and none have examined school connectedness in relation to mental health in children orphaned by HIV/AIDS. Further, existing studies have relied on self-report measures. Against this background, the aim of the current study was to examine orphan status, school connectedness, and their interaction in relation to child mental health by using a multimethod design. 750 children between the ages of 7-11, recruited through South African community-based organizations (224 AIDS/HIV orphans, 276 non-AIDS/HIV orphans, 250 non-orphans; 51.2% girls), completed measures of school connectedness; children, caregivers, and teachers reported on child well-being using the Strengths and Difficulties Questionnaire. AIDS/HIV and non-AIDS/HIV orphans reported lower school connectedness than non-orphans. However, results demonstrated significant relations between school connectedness and overall mental health regardless of group, suggesting that school connectedness buffers against negative mental health outcomes regardless of orphan status. This study identifies a strategic point of intervention to build resilience against the cascading effects of HIV/AIDS and poverty in children in sub-Saharan Africa.
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Affiliation(s)
- Carla Sharp
- a Department of Psychology , University of Houston , Houston , TX , USA.,b Center for Development Support , University of the Free State , Bloemfontein , South Africa
| | - Francesca Penner
- a Department of Psychology , University of Houston , Houston , TX , USA
| | - Lochner Marais
- b Center for Development Support , University of the Free State , Bloemfontein , South Africa
| | - Donald Skinner
- c Unit for Research on Health and Society, Department of Medicine and Health Sciences , Stellenbosch University , Stellenbosch , South Africa.,d Department of HIV/AIDS, STIs, and TB , Human Sciences Research Council , Cape Town , South Africa
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Bersamin M, Coulter RWS, Gaarde J, Garbers S, Mair C, Santelli J. School-Based Health Centers and School Connectedness. J Sch Health 2019; 89:11-19. [PMID: 30506695 PMCID: PMC6287272 DOI: 10.1111/josh.12707] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/02/2016] [Revised: 01/10/2018] [Accepted: 09/28/2018] [Indexed: 05/16/2023]
Abstract
BACKGROUND Improvements in health behaviors and academic outcomes have been associated with school-based health centers (SBHCs). However, underlying mechanisms for these associations have been largely unexamined, particularly among lower-income youth. The current study examines the relationship between SBHCs and school connectedness and whether this relationship differs by youths' socioeconomic status (SES). METHODS Student-level cross-sectional data from 503 traditional high schools in California were analyzed using multilevel regression models. California Healthy Kids Survey 2013-2014 data included information on 3 dimensions of school connectedness and demographic characteristics including SES as measured by parental education. School-level demographic data was gathered from publicly available sources. RESULTS Although no significant relationship between SBHCs and any of the school connectedness dimensions emerged, there were significant cross-level interactions between SBHCs and parent education. SBHCs were more positively associated with school connectedness (adult caring, adult expectations, and meaningful participation) among lower SES students compared to students with higher SES. CONCLUSIONS SBHCs may be particularly effective in affecting school connectedness among lower income youth populations. This has wide ranging implications with regards to planning (eg, careful selection of where SBHCs can be most effective), and future research (eg, examining the effectiveness of specific SBHC strategies that support connectedness).
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Affiliation(s)
- Melina Bersamin
- Prevention Research Center, 2150 Shattuck Avenue Suite, 601, Berkeley, CA 94704-1365
| | - Robert W S Coulter
- Department of Behavioral and Community Health Sciences, Graduate School of Public Health, University of Pittsburgh, 130 De Soto Street, Pittsburgh, PA 15261
| | - Jenna Gaarde
- Prevention Research Center, 180 Grand Avenue Suite, 1200, Oakland, CA 94612
| | - Samantha Garbers
- Department of Population and Family Health, Columbia University Mailman School of Public Health, 60 Haven Avenue, B-2, Room B4-417, New York, NY 10032
| | - Christina Mair
- Department of Behavioral and Community Health Sciences, Graduate School of Public Health, University of Pittsburgh, 130 De Soto Street, Pittsburgh, PA 15261
| | - John Santelli
- Department of Population and Family Health, Columbia University Mailman School of Public Health, 60 Haven Avenue, B-2, New York, NY 10032
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Pampati S, Andrzejewski J, Sheremenko G, Johns M, Lesesne CA, Rasberry CN. School Climate Among Transgender High School Students: An Exploration of School Connectedness, Perceived Safety, Bullying, and Absenteeism. J Sch Nurs 2018; 36:293-303. [PMID: 32662358 DOI: 10.1177/1059840518818259] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/22/2023] Open
Abstract
This study used self-administered survey data from seven high schools in Florida with a majority Black and/or Hispanic sample to examine transgender students' perceptions and experiences related to school climate in comparison to cisgender students. Using propensity score matching, a matched analytic sample was created of transgender and cisgender students (n = 542, including 186 transgender youth). Adjusted weighted logistic regression models indicated that transgender students were significantly more likely to report ever being bullied at school, being bullied in the past 3 months, and not going to school ≥3 days during the past 30 days. Transgender students were significantly less likely to report feeling safe at school and having positive perceptions of all five school connectedness items compared to cisgender students. Recent bullying experiences moderated the association between transgender status and past month absences. Findings can inform potential roles for school nurses in improving school climate for transgender youth.
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Affiliation(s)
| | | | | | - Michelle Johns
- Division of Adolescent and School Health, Centers for Disease Control and Prevention, Atlanta, GA, USA
| | | | - Catherine N Rasberry
- Division of Adolescent and School Health, Centers for Disease Control and Prevention, Atlanta, GA, USA
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Golaszewski NM, Pasch KE, Fernandez A, Poulos NS, Batanova M, Loukas A. Perceived Weight Discrimination and School Connectedness Among Youth: Does Teacher Support Play a Protective Role? J Sch Health 2018; 88:754-761. [PMID: 30203480 DOI: 10.1111/josh.12682] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/10/2017] [Revised: 11/20/2017] [Accepted: 04/11/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND Weight discrimination has been associated with poor academic performance and decreased school attendance. Little is known about weight discrimination and students' feelings of belonging to their school. This study examined the association between weight discrimination and school connectedness among adolescents. Teacher support was examined as a protective factor. METHODS Middle school students (N = 639; 57% white; Mean age = 12.16 years) completed a health behaviors survey. Weight discrimination from peers and/or good friends was dichotomized into never versus experienced weight discrimination. The mean of 5 school connectedness items assessed level of school connectedness. Teacher support was measured by taking the mean of 4 teacher support items. Hierarchical linear regression was used to examine the association between weight discrimination and school connectedness. Teacher support was tested as a moderator. RESULTS Weight discrimination was associated with lower levels of school connectedness (p < .05). Teacher support was associated with higher levels of school connectedness (p < .001) but did not moderate the association between weight discrimination and school connectedness. CONCLUSION The association between weight discrimination and low levels of school connectedness is important as students spend most of their time at school and should benefit from the positive effects of feeling connected to school.
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Affiliation(s)
- Natalie M Golaszewski
- Department of Kinesiology and Health Education, The University of Texas at Austin, 2109 San Jacinto Blvd., D3700, Austin, TX 78712-1415
| | - Keryn E Pasch
- Department of Kinesiology and Health Education, The University of Texas at Austin, 2109 San Jacinto Blvd., D3700, Austin, TX 78712-1415
| | - Alejandra Fernandez
- Department of Kinesiology and Health Education, The University of Texas at Austin, 2109 San Jacinto Blvd., D3700, Austin, TX 78712-1415
| | - Natalie S Poulos
- Department of Nutritional Sciences, The University of Texas at Austin, 103 W 24TH ST A2703, Austin, TX, 78712-1415
| | - Milena Batanova
- Making Caring Common, Harvard Graduate School of Education, Appian Way, Cambridge, MA 02138
| | - Alexandra Loukas
- Department of Kinesiology and Health Education, The University of Texas at Austin, 2109 San Jacinto Blvd., D3700, Austin, TX 78712-1415
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Katapally TR, Thorisdottir AS, Laxer R, Leatherdale ST. The association of school connectedness and bullying involvement with multiple screen-time behaviours among youth in two Canadian provinces: a COMPASS study. Health Promot Chronic Dis Prev Can 2018; 38:368-379. [PMID: 30303657 PMCID: PMC6197613 DOI: 10.24095/hpcdp.38.10.03] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Abstract
INTRODUCTION Screen time, a proxy for sedentary behaviours, has emerged as a critical health determinant among youth in contemporary societies, where most aspects of youth life involve access to screen-time devices. An understudied approach to reducing screen time among youth is bullying reduction. This study aims to understand the association between bullying perpetration, victimization, youth perception of the school environment and multiple screen-time behaviours. METHODS A total of 44,861 youth aged between 13 and 18 years in two Canadian provinces completed a validated questionnaire that collected student data on health behaviours and outcomes, including multiple screen-time behaviours, bullying perpetration and victimization, and school connectedness. The outcome variables were total screen time, time spent watching television, playing video games, internet surfing, and communication- based screen-time behaviours. Using a random intercept, the final models were built using PROC MIXED in SAS 9.4. These models were adjusted for age, ethnicity, weekly disposable income, daylight hours, and weather variables. RESULTS Compared to youth who reported non-involvement in bullying, youth who were bullies, victims, or both bullies and victims spent on average more minutes per day in front of screens across all screen time categories. Youth who felt happy and safe at school, and who perceived their teachers as being fair, reported lower levels of multiple screen-time behaviours. CONCLUSION With non-involvement in bullying showing a strong negative association with multiple screen-time behaviours, school policies to address bullying and screen time through school connectedness could offer a novel approach in minimizing these harmful behaviours.
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Affiliation(s)
- Tarun R Katapally
- Johnson Shoyama Graduate School of Public Policy, University of Regina, Regina, Saskatchewan, Canada
- Johnson Shoyama Graduate School of Public Policy, University of Saskatchewan, Saskatoon, Saskatchewan, Canada
- Department of Community Health and Epidemiology, College of Medicine, University of Saskatchewan, Saskatoon, Saskatchewan, Canada
| | | | - Rachel Laxer
- School of Public Health and Health Systems, University of Waterloo, Waterloo, Ontario, Canada
| | - Scott T Leatherdale
- School of Public Health and Health Systems, University of Waterloo, Waterloo, Ontario, Canada
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Hatchel T, Marx R. Understanding Intersectionality and Resiliency among Transgender Adolescents: Exploring Pathways among Peer Victimization, School Belonging, and Drug Use. Int J Environ Res Public Health 2018; 15:ijerph15061289. [PMID: 29921806 PMCID: PMC6025184 DOI: 10.3390/ijerph15061289] [Citation(s) in RCA: 47] [Impact Index Per Article: 7.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/20/2018] [Revised: 06/14/2018] [Accepted: 06/16/2018] [Indexed: 01/26/2023]
Abstract
Transgender youth experience elevated levels of victimization and may therefore report greater drug use than their cisgender peers, yet little is known about protective factors like school belonging that may mediate this relationship. Further, scant research has explored the experiences of youth at the intersection of transgender identity and youth of color status or low socioeconomic status, especially with respect to these multiple minority statuses’ associations with peer victimization, drug use, and school belonging. Using data from the California Healthy Kids Survey, the current study employs structural equation modeling to explore the relationships among school belonging, peer victimization, and drug use for transgender youth. Findings indicate that school belonging does mediate the pathway between peer victimization and drug use for transgender youth and that although youth of color experience greater victimization, they do not engage in greater drug use than their white transgender peers. Based on these results, those concerned with the healthy futures of transgender youth should advocate for more open and affirming school climates that engender a sense of belonging and treat transgender youth with dignity and fairness.
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Affiliation(s)
- Tyler Hatchel
- Department of Psychology, University of Florida, Gainesville, FL 36208, USA.
| | - Robert Marx
- Department of Human & Organizational Development, Vanderbilt University, Nashville, TN 37235, USA.
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Bao Z, Chen C, Zhang W, Jiang Y, Zhu J, Lai X. School Connectedness and Chinese Adolescents' Sleep Problems: A Cross-Lagged Panel Analysis. J Sch Health 2018; 88:315-321. [PMID: 29498062 DOI: 10.1111/josh.12608] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/14/2016] [Revised: 06/27/2017] [Accepted: 07/25/2017] [Indexed: 06/08/2023]
Abstract
BACKGROUND Although previous research indicates an association between school connectedness and adolescents' sleep quality, its causal direction has not been determined. This study used a 2-wave cross-lagged panel analysis to explore the likely causal direction between these 2 constructs. METHODS Participants were 888 Chinese adolescents (43.80% boys; Mage = 15.55) who provided self-report data on school connectedness and sleep quality as well as demographic variables at the beginning and the end of a school year. RESULTS After controlling for sex and age, we found that sleep problems at the beginning of the school year were a significant and negative predictor of school connectedness at the end of the school year (b2 = -.26, SE = .13, β2 = -.10, p < .05), but school connectedness at the beginning of the school year did not predict sleep problems at the end of the school year (b1 = .05, SE = .03, β1 = .09, p > .05). Separate analyses by sex showed that the above pattern of results was mainly driven by the boys. CONCLUSIONS Our findings demonstrated that sleep problems could be a risk factor for adolescent boys' school connectedness.
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Affiliation(s)
- Zhenzhou Bao
- School of Educational Science, Gannan Normal University, Shiyuan South Road, Rongjiang New District, Ganzhou, 341000, China
| | - Chuansheng Chen
- Department of Psychology and Social Behavior, University of California, Irvine, CA 92697
| | - Wei Zhang
- School of Psychology/Center for Studies of Psychological Application, South China Normal University, No. 55 Zhongshan West Avenue, Tianhe District, Guangzhou 510631, China
| | - Yanping Jiang
- Department of Health Promotion, Education, and Behavior, University of South Carolina, Columbia, SC 29208
| | - Jianjun Zhu
- School of Psychology/Center for Studies of Psychological Application, South China Normal University, No. 55 Zhongshan West Avenue, Tianhe District, Guangzhou 510631, China
| | - Xuefen Lai
- School of Education Science, Jiaying University, No. 100 Meisong Road, Meijiang District, Meizhou 514015, China
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Wilson MN, Asbridge M, Langille DB. School Connectedness and Protection From Symptoms of Depression in Sexual Minority Adolescents Attending School in Atlantic Canada. J Sch Health 2018; 88:182-189. [PMID: 29399841 DOI: 10.1111/josh.12595] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/21/2016] [Revised: 05/12/2017] [Accepted: 11/06/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND In examining associations of sexual orientation, school connectedness (SC), and depression, no studies have used a continuum of sexual orientation. Additionally, no study has examined whether individuals with higher SC within subgroups of the continuum of sexual orientation are protected from symptoms of depression when compared to others within their own group. Our study aimed to address these deficiencies. METHODS Data were from a cross-sectional survey of 6643 public high school students. Logistic regression was used to determine if higher SC was associated with protection from symptoms of depression comparing students with minority sexual orientations to heterosexual students, and whether SC was protective within subgroups of orientation. RESULTS Mean SC scores were higher in heterosexuals than in all other orientation subgroups. Except for bisexual boys, compared with being heterosexual, being in other subgroups of orientation was associated with symptoms of depression, independent of SC. In both sexes SC was protective against depression risk within all categories of orientation except mostly/100% homosexual girls. CONCLUSIONS Within all subgroups of sexual orientation except mostly/completely homosexual girls, SC was protective for symptoms of depression, indicating its potential importance for prevention of depression in all students, including perhaps particularly those with minority orientation.
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Affiliation(s)
- Maria N Wilson
- Department of Community Health and Epidemiology, Dalhousie University, Clinical Research Centre, 5790 University Avenue Halifax, Nova Scotia B3H, Canada
| | - Mark Asbridge
- Department of Community Health and Epidemiology, Dalhousie University, Clinical Research Centre, 5790 University Avenue Halifax, Nova Scotia, Canada, B3H 1V7, Canada
| | - Donald B Langille
- Department of Community Health and Epidemiology, Dalhousie University, Clinical Research Centre, 5790 University Avenue Halifax, Nova Scotia B3H 1V7, Canada
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Hebron JS. School connectedness and the primary to secondary school transition for young people with autism spectrum conditions. Br J Educ Psychol 2017; 88:396-409. [PMID: 28929487 DOI: 10.1111/bjep.12190] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2017] [Revised: 08/03/2017] [Indexed: 01/15/2023]
Abstract
BACKGROUND Young people with autism spectrum conditions (ASC) face many educational challenges, particularly in terms of academic achievement, social inclusion, and mental health. School connectedness is linked to many positive outcomes and may be of particular salience at the primary-secondary school transition, when young people with ASC are expected to cope in new and unfamiliar settings. AIMS This study explores for the first time school connectedness across the primary to secondary school transition for young people with ASC. SAMPLE Twenty-eight students with ASC (23 male, five female) and a comparison group of 21 students with no additional needs (16 male, five female) participated. METHODS A longitudinal design was used to measure school connectedness across transition at four time-points from the end of primary school, into the first and second years of secondary school. Students completed the Psychological Sense of School Membership (Goodenow, 1993, Psychology in the Schools, 30, 79) questionnaire at each time-point, with responses analysed statistically. RESULTS Students with ASC reported positive levels of school connectedness across transition, although their scores remained lower than those of their typically developing peers. The gap between the two groups narrowed significantly during the first year of secondary school, with students in the ASC group reporting improving levels of school connectedness, although there were non-significant signs of a decline for both groups in the second year. CONCLUSIONS Transition can be a positive experience for students with ASC. However, their consistently lower levels of school connectedness compared to those of their peers highlight the need for ongoing monitoring and support during secondary education.
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Gower AL, Cousin M, Borowsky IW. A Multilevel, Statewide Investigation of School District Anti-Bullying Policy Quality and Student Bullying Involvement. J Sch Health 2017; 87:174-181. [PMID: 28147459 DOI: 10.1111/josh.12480] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/18/2014] [Revised: 05/23/2016] [Accepted: 08/11/2016] [Indexed: 06/06/2023]
Abstract
BACKGROUND Although nearly all states in the United States require school districts to adopt anti-bullying policies, little research examines the effect of these policies on student bullying and health. Using a statewide sample, we investigated associations between the quality of school district anti-bullying policies and student bullying involvement and adjustment. METHODS School district anti-bullying policies (N = 208) were coded for their quality based on established criteria. District-level data were combined with student reports of bullying involvement, emotional distress, and school connectedness from a state surveillance survey of 6th, 9th, and 12th grade students (N = 93,437). RESULTS Results indicated that policy quality was positively related to bullying victimization. Furthermore, students reporting frequent perpetration/victimization who also attended districts with high-quality policies reported more emotional distress and less school connectedness compared with students attending districts with low quality policies. Although statistically significant, the magnitude of these associations was small. CONCLUSIONS Having a high-quality school district anti-bullying policy is not sufficient to reduce bullying and protect bullying-involved young people. Future studies examining policy implementation will inform best practices in bullying prevention.
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Affiliation(s)
- Amy L Gower
- Division of General Pediatrics and Adolescent Health, Department of Pediatrics, University of Minnesota, 717 Delaware Street SE, Minneapolis, MN 55414
| | - Molly Cousin
- Sixteenth Street Community Health Center, 1337 South Cesar E Chavez Drive, Milwaukee, WI 53204
| | - Iris W Borowsky
- Division of General Pediatrics and Adolescent Health, Department of Pediatrics, University of Minnesota, 717 Delaware Street SE, Minneapolis, MN 55414
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