California Healthy Kids Survey Research Articles

Proximity of Gun Stores to High Schools and Student Gun Carrying

Although research has examined various correlates of weapon and gun carrying at school and among adolescents, it has yet to consider the relationship between gun stores around schools and the carrying of guns at school. This study uses data from the 2015–2016 California Healthy Kids Survey, the California Department of Education, and geocoded data on public high schools and gun stores in Orange County, California, to examine the association between proximity of gun stores to schools and the carrying of guns by high school students. Using geographic information system analysis and hierarchical logistic regression, results indicate that the proximity of gun stores to schools is significantly associated with self-reported gun carrying at school. Implications for policy and practice are discussed.

Differences in Prevalence Rates of Hopelessness and Suicidal Ideation Among Adolescents by Gang Membership and Latinx Identity

Despite the ongoing challenge of preventing youth gang membership in diverse communities across the United States, and increasing recognition of associations between trauma and gang involvement, the nexus between hopelessness, suicide, and gang membership has largely been ignored. We created two random samples of 1000 participants, with 50% identifying as non-Latinx White, and 50% identifying as Latinx of any race from 91,265 participants of the 2014–2015 California Healthy Kids Survey. Four Chi square tests of independence tested differences in prevalence rates of chronic hopelessness and suicidal ideation for self-identified Latinx and non-Latinx White gang and non-gang member youth. Grounded in a systems responsiveness framework, we predicted that hopelessness and suicidal ideation would be higher for groups that are more marginalized, which was supported by our findings. Specifically, gang membership and ethnicity were both associated with suicide and hopelessness. An unexpected finding, not related to the research questions, was the high prevalence of gender and sexual minority (GSM) youth who identified as gang members. This study represents a unique contribution to the adolescent suicidal ideation literature base, as most studies focus on race or ethnicity and neglect gang membership when identifying disproportionalities in suicidal ideation. Implications for practitioners, researchers, and schools and communities are discussed.

Residential Mobility Among Elementary School Students in Los Angeles County and Early School Experiences: Opportunities for Early Intervention to Prevent Absenteeism and Academic Failure.

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.

Proposition 8 and Homophobic Bullying in California.

Bias-based bullying is associated with negative outcomes for youth, but its contextual predictors are largely unknown. Voter referenda that target lesbian, gay, bisexual, and transgender groups may be 1 contextual factor contributing to homophobic bullying. Data come from 14 consecutive waves (2001-2014) of cross-sectional surveys of students participating in the California Healthy Kids Survey (N = 4 977 557). Student responses were aggregated to the school level (n = 5121). Using a quasi-experimental design, we compared rates of homophobic bullying before and after Proposition 8, a voter referendum that restricted marriage to heterosexuals in November 2008. Interrupted time series analyses confirmed that the academic year 2008-2009, during which Proposition 8 was passed, served as a turning point in homophobic bullying. The rate of homophobic bullying increased (b linear = 1.15; P < .001) and accelerated (b quadratic = 0.08; P < .001) in the period before Proposition 8. After Proposition 8, homophobic bullying gradually decreased (b linear = -0.28; P < .05). Specificity analyses showed that these trends were not observed among students who reported that they were bullied because of their race and/or ethnicity, religion, or gender but not because of their sexual orientation. Furthermore, the presence of a protective factor specific to school contexts among lesbian, gay, bisexual, and transgender youth (gay-straight alliances) was associated with a smaller increase in homophobic bullying pre-Proposition 8. This research provides some of the first empirical evidence that public campaigns that promote stigma may confer risk for bias-based bullying among youth.

Social and emotional learning: From individual skills to class cohesion

AimTo evaluate the impact and process of introducing Circle Solutions (Circles) in six primary schools.RationaleMany frameworks for social and emotional learning (SEL) aim to develop individual skills. Circle Solutions is based on a collective approach with a specific pedagogy. This paper explores the impact that Circle Solutions have on belonging and inclusion.MethodTeachers in six primary schools were trained in Circle Solutions and asked to run the intervention once a week for up to six months, with three additional schools providing a waitlist control condition. A mixed-method approach was used to evaluate changes in pupils social-emotional skills, behaviour and connectedness. Five teachers completed the Teacher Attitudes to Social Emotional Learning survey (TASEL) prior to and following the intervention. 157 pupils completed a modified version of the California Healthy Kids Survey (CHKS) plus two open-ended questions.FindingsAlthough quantitative findings did not indicate statistically significant differences, qualitative responses suggested that the introduction of Circle Solutions increased inclusiveness and valuing of others, developed students’ emotional awareness, enhanced a positive sense of self and stimulated student engagement. Teachers increased their sense of efficacy for teaching social emotional skills and identified improvements in teacher-student relationships as well as in student confidence, peer relationships, empathy, kindness, and student engagement.LimitationsIssues with systemic implementation were identified.ConclusionCircle Solutions appears to have the potential to improve relationships, contributing to more connected and inclusive classrooms where children feel valued and appreciate others. Consideration needs to be given to sustainability and methodology in the evaluation of such programmes. There is a role for educational psychologists in establishing and supporting this intervention as happened throughout this study.

Examining the Psychological Resilience of Adolescents with Leukemia: A Comparative Study

ÖZAmaçAraştırma, lösemi tanısıyla izlenen 15–18 yaş dönemindeki adölesanların psikolojik sağlamlık düzeylerini belirlemek amacıyla karşılaştırmalı tanımlayıcı tasarımda gerçekleştirilmiştir.YöntemAraştırma grubunun örneklemini iki üniversite hastanesi ve Sağlık Bakanlığı’na bağlı bir eğitim araştırma hastanesinin çocuk hematoloji polikliniklerinde lösemi tanısı ile izlenen 15–18 yaş arası 80 adölesan oluşturmuştur. Karşılaştırma grubunun örneklemini ise seçilen bir lisenin 9, 10, 11 ve 12. sınıflarında okuyan 15–18 yas arası 80 sağlıklı öğrenci oluşturmuştur. Veriler, anket formu ve California Psikolojik Sağlamlık ve Ergen Gelişim Ölçeği/Yılmazlık Değerlendirme Ölçeği uygulanarak toplanmıştır. Verilerin değerlendirilmesinde, varyansların homojenlik testi (Levene), Mann-Whitney U testi, Kruskal Wallis varyans analizi ve Ki-Kare testi kullanılmıştır.BulgularAraştırma sonuçlarına göre, lösemili adölesanlar ile sağlıklı adölesanların psikolojik sağlamlık düzeylerinde anlamlı bir fark belirlenmemiştir (p>0.05). Araştırma grubunda cinsiyeti kız olanlarda erkeklere göre daha yüksek psikolojik sağlamlık düzeyi belirlenirken, psikolojik destek almayan adölesanlarda psikolojik destek alan adölesanlara göre daha düşük psikolojik sağlamlık düzeyi belirlenmiştir (p<0.05). Ölçeğin alt faktörlerine göre ise okuldaki koruyucu ilişkiler ve yüksek beklentiler alt faktör puan ortalaması araştırma grubundaki adölesanlarda, amaçlar ve özlemler alt faktör puan ortalaması ise karşılaştırma grubundaki adölesanlarda daha yüksek bulunmuştur (p<0.05).SonuçAraştırmadan elde edilen bulgular doğrultusunda, adölesanların psikolojik sağlamlık düzeylerini geliştirmeye yönelik koruyucu ruh sağlığı hizmetlerinin planlanıp uygulanması, okul-arkadaş-aile-toplum tarafından sağlanacak koruyucu ilişkilerin desteklenmesi önerilmektedir.

Safe and supportive schools for LGBT youth: Addressing educational inequities through inclusive policies and practices

Inclusive policies that attend to sexual orientation and gender identity (SOGI) are associated with more supportive school environments for lesbian, gay, bisexual, and transgender (LGBT) youth. We use the 2013–2015 California Healthy Kids Survey (n = 113,148) matched with principal reports of school policies from the 2014 California School Health Profiles to examine differential effects of SOGI-focused policies for LGB and transgender youth. SOGI-focused policies had a direct association with less truancy, and moderated the association between sexual orientation/gender identity and other school outcomes. SOGI-focused policies were associated with more positive experiences and perceptions of school climate for LGB youth and, to a lesser extent, transgender youth. Findings underscore the importance of inclusive policies, especially those that address the unique needs of transgender students.

Exploring Physical, Nonphysical, and Discrimination-Based Victimization among Transgender Youth in California Public Schools

Research has shown elevated rates of peer victimization among transgender youth in schools, placing them at risk of an array of negative social and psychological outcomes well into adulthood. We conducted a secondary analysis of the 2015–2016 California Healthy Kids Survey to examine rates of physical victimization (physical acts such as being pushed or shoved) and nonphysical victimization (nonphysical acts such as having mean rumors spread about them) and discriminatory peer bullying (any act of bullying based on gender, perceived lesbian or gay identity, and race) among transgender and nontransgender youth. In addition, this study explored the intersection of race and transgender identity and associations with victimization. Chi-square tests and logistic regression results indicated that transgender youth reported significantly higher rates of physical and nonphysical victimization and discriminatory peer bullying than nontransgender peers. Logistic regression results also revealed that disparities in race-based discriminatory peer bullying between transgender and nontransgender youth were greater among Latinx students than White students. The study’s findings illustrate the need for schools to create affirming environments for racially diverse transgender youth.

LGBTQ Youth in Unstable Housing and Foster Care.

A total of 895 218 students (10-18 years old) completed the cross-sectional California Healthy Kids Survey from 2013 to 2015. Surveys were administered in 2641 middle and high schools throughout California. Primary outcome measures included school functioning (eg, school climate, absenteeism), substance use, and mental health. More youth living in foster care (30.4%) and unstable housing (25.3%) self-identified as LGBTQ than youth in a nationally representative sample (11.2%). Compared with heterosexual youth and youth in stable housing, LGBTQ youth in unstable housing reported poorer school functioning (Bs = -0.10 to 0.40), higher substance use (Bs = 0.26-0.28), and poorer mental health (odds ratios = 0.73-0.80). LGBTQ youth in foster care reported more fights in school (B = 0.16), victimization (B = 0.10), and mental health problems (odds ratios = 0.82-0.73) compared with LGBTQ youth in stable housing and heterosexual youth in foster care. Disparities for LGBTQ youth are exacerbated when they live in foster care or unstable housing. This points to a need for protections for LGBTQ youth in care and care that is affirming of their sexual orientation and gender identity.

Substance use off and on school grounds: A California statewide comparison between different groups of homeless students and nonhomeless students

About 1.3 million homeless students attend schools across the US, yet little is known about their substance use patterns, especially substance use on school grounds. The objectives of this study were to examine differences in substance use on and off school grounds between nonsheltered homeless, sheltered homeless, and nonhomeless public school students, and to examine the relationship between homelessness and substance use in school. Data were from a statewide representative sample from the California Healthy Kids Survey collected in 2011–2013, (n = 390,028). Bivariate and multivariate analyses were applied. Findings show that compared to nonhomeless students, homeless students, both sheltered and nonsheltered, reported higher rates of age at first time of use under the age of 10, and recent substance use, for an array of substances, indulging alcohol, cigarettes, marijuana and other illegal drugs. Additionally about 50% of nonsheltered homeless students, and 15% of sheltered homeless students reported having used substances in school in the past 30 days. Results from logistic regressions indicate that homelessness is associated with substance use in school. Particularly, nonsheltered homeless students were 17.41, 12.09, 11.36 and 17.59 times more likely to report smoking cigarettes, drinking alcohol, using marijuana and using other illegal drugs (respectively) in school in the past 30 days, compared to nonhomeless students. Sheltered homeless students were also more likely to use substances in school compared to nonhomeless students, but less likely compared to nonsheltered students. Findings highlight the need to develop differentiated school-based responses to each homeless subgroup and have conceptual, scientific and policy implications.

School-Based Health Centers and School Connectedness.

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). 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. 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. 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).

Protecting youth from gang membership: Individual and school-level emotional competence.

The current study examined the association between adolescent emotional competence, operationalized and measured at both the individual and the school levels, and gang membership. The study involved a sample of 12,040 students (51.4% females; mean=16.9 years) participating in the biennial state department of education coordinated California Healthy Kids Survey, which assesses a range of adolescent health-related behaviors. Hierarchical linear modeling indicated that higher levels of individual emotional competence were associated with a lower likelihood of identifying as a gang member. Moreover, a stronger negative association between emotional competence and identifying as a gang member was found when emotional competence was operationalized at the school level. Implications include the role of schools in promoting emotional regulation, empathy, and behavioral regulation of their entire student body as part of an overall strategy to reduce individual student's attraction to gangs.

Prevention of Underage Drinking on California Indian Reservations Using Individual- and Community-Level Approaches.

To evaluate combined individual- and community-level interventions to reduce underage drinking by American Indian/Alaska Native (AI/AN) youths on rural California Indian reservations. Individual-level interventions included brief motivational interviewing and psychoeducation for Tribal youths. Community-level interventions included community mobilization and awareness activities, as well as restricting alcohol sales to minors. To test effects, we compared 7 waves of California Healthy Kids Survey data (2002-2015) for 9th- and 11th-grade AI/AN and non-AI/AN students in intervention area schools with California AI/AN students outside the intervention area (n = 617, n = 33 469, and n = 976, respectively). Pre- to postintervention mean past 30-day drinking frequency declined among current drinkers in the intervention group (8.4-6.3 days) relative to comparison groups. Similarly, heavy episodic drinking frequency among current drinkers declined in the intervention group (7.0-4.8 days) versus the comparison groups. This study documented significant, sustained past 30-day drinking or heavy episodic drinking frequency reductions among AI/AN 9th- and 11th-grade current drinkers in rural California Indian reservation communities exposed to multilevel interventions. Public Health Implications. Multilevel community-partnered interventions can effectively reduce underage alcohol use in this population.

Understanding Intersectionality and Resiliency among Transgender Adolescents: Exploring Pathways among Peer Victimization, School Belonging, and Drug Use.

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.

Safe Schools? Transgender Youth's School Experiences and Perceptions of School Climate.

The magnitude of gender identity-related disparities in school-based outcomes is unknown because of a lack of representative studies that include measures of gender identity. By utilizing a representative sample generalizable to a broader population, this study elucidates the size of gender identity-related disparities, independent of sexual orientation, in school experiences associated with school connectedness and perceptions of school climate. Additionally, the inclusion of and comparison to results of a large non-representative sample allows for more direct comparisons to previous studies of the school experiences of transgender youth. The analyses in this study primarily draw on a sample of 31,896 youth representative of the middle and high school population in California who participated in the 2013-2015 California Student Survey (a subsample of the California Healthy Kids Survey, which includes the largest known sample of transgender youth). Over half the sample identified their sex as female (51.3%), and 398 identified as transgender (1.0%). The sample was racially and ethnically diverse: 30.7% identified as multiracial, 33.0% as White, 11.1% as Asian, 7.4% as Black, and 52.9% as Hispanic. Findings from multilevel analyses show that relative to non-transgender youth, transgender youth were more likely to be truant from school, to experience victimization and bias-based bullying, and to report more negative perceptions of school climate, though did not differ in self-reported grades. The findings have implications for improving school policies and practices to create safer and more supportive school climates for all youth.

A School-Based Multilevel Study of Adolescent Suicide Ideation in California High Schools

To assess the between-school variation in suicide ideation and to estimate the contribution of school-level attributes, student-level characteristics, and 2 cross-level interactions (school by student) to student suicide ideation. A secondary analysis of the California Healthy Kids Survey in 2 large and representative samples of California high schools and students: 2009-2011 and 2011-2013. This is a population sample of all public high school students (grades 9 and 11) in California. Analyses were first conducted on surveys administered in the 2011-2013 academic years to 790 schools with 345 203 students and replicated on surveys administered in 2009-2011 to 860 schools with 406 313 students. School-level suicide ideation rates ranged between 4% and 67%, with a median of 19.3% and mean of 20.0% (SD, 5.7%). Student suicide ideation was explained by student-level characteristics (R2 = .20) and to a larger extent by school-level attributes (R2 = .55). Student-level characteristics predictive of suicide ideation included, sex, ethnic and racial affiliation, victimization, and perceptions of school climate. In both samples, school size and average level of academic achievement were not associated with rates of school suicide ideation. Schools with a larger number of girls and higher levels of victimization had higher rates of suicide ideation in both samples. The hypotheses regarding cross-level interactions were not confirmed. Differences among schools in student suicide ideation are meaningful. The findings suggest an emphasis on the role of schools in prevention programs, public health campaigns to reduce suicide, multilevel research, and theory development.

The role of school climate in rates of depression and suicidal ideation among school-attending foster youth in California public schools

Drawing from the 2013–2014 and 2014–2015 administrations of the California Healthy Kids Survey, this study explored the relationships between school climate and depression tendency and suicidal ideation among foster youth in California public schools. This research also evaluated the data for the secondary purpose of examining the possible differences in the levels of depression tendency and suicidal ideation among foster youth by race and gender. Findings indicated a positive school climate is associated with lower rates of depression tendency and suicidal ideation among foster youth. In addition, female foster youth reported higher rates of depression tendency and suicidal ideation when compared to their male counterparts. We also discovered foster youth of color were significantly less likely to report depression tendency and suicidal ideation than their White peers. Results of this study stand to inform current and future school-based programs and supports for foster youth.

RELATIONSHIP AMONG TYPE OF SCHOOL, ACADEMIC RESILIENCE AND ACADEMIC ACHIEVEMENT AMONG SECONDARY SCHOOL STUDENTS IN KIAMBU COUNTY, KENYA

This study investigated the relationship among type of school, academic resilience and academic achievement among secondary school students in Kiambu County, Kenya. A descriptive correlational design was used. A randomly selected sample of 390 students in the third year of secondary education was involved. The participants were drawn from four categories of secondary schools: Boys boarding, girls boarding, coeducational boarding and coeducational day. Data were collected using a demographic form and the California Healthy Kids Survey (CHKS) resilience scale. A significant mean difference (F (3,386) = 9.39, p < .05) was reported in the academic resilience scores when type of school was considered. The difference was in favour of girls’ boarding schools. The mean academic resilience and achievement for boys’ boarding was found to be significantly lower than that of girls’ boarding, boys’ day, and mixed day secondary schools. It was recommended that educational stakeholders should shift from considering type of school as being peripheral to academic outcomes and instead regard it as a key contributor to the educational outcomes of secondary school students.

Rates of Exposure to Victimizing Events and Use of Substances Among California's Middle and High School Students.

Nearly half of 5- to 17-year-olds have experienced trauma in the form of at-school victimization. Exposure to trauma increases students' risk for mental health disorders and school failure. This study reviews at-school victimization in middle and high school students and associated health outcomes that may negatively impact academic outcomes. Analyzing the California Healthy Kids Survey 2010, we examine rates of victimization on school grounds, substance use, and symptoms of depression and eating disorders among a sample of 6th to 12th graders ( N = 639,925). Between 20% and 50% of students had experienced at least one type of victimizing event on school grounds, with the highest incidence in middle schools. A significantly higher share of victimized students reported using substances, symptoms of depression and eating disorders when compared to nonvictimized students. School district investment in school nurses, social workers, and school-based health centers could increase preventive interventions to improve school climate, student well-being, and academic success.

Prevalence of Substance Use among Lesbian, Gay, Bisexual, and Transgender Youth in Military Families: Findings from the California Healthy Kids Survey

ABSTRACTBackground: In addition to the challenges associated with military life, lesbian, gay, bisexual, and transgender (LGBT) youth in military families may face stressors associated with having a stigmatized sexual orientation and/or gender identity or expression, placing them at risk of substance use. To the authors' knowledge, this is the first study exploring substance use outcomes among LGBT youth in military families. Objectives: This study assessed the role of military connection, LGB identity, and transgender identity on lifetime and past 30-day substance use. Methods: This study is a secondary data analysis of the 2013–2015 California Healthy Kids Survey (CHKS). The study's participants (n = 634,978) were students attending middle and high schools in nearly all school districts in California. The study outcomes were lifetime and past 30-day cigarette, alcohol, tobacco, and marijuana use. Chi-square tests of associations (including cross-tabulations) and multivariate logistic regressions were conducted to address the study aims. Results: Multivariate logistic regression results indicated that military connection, LGB identity, and transgender identity were significantly associated with an increased odd of lifetime and past 30-day substance use. Compared to military non-transgender youth, military transgender youth had an increased likelihood of past 30-day cigarette use and past 30-day alcohol use. In addition, military LGB youth were 3.62 times as likely as military non-LGB youth to report past 30-day cigarette use. Conclusions/Importance: This study provides researchers with knowledge about the behavioral health of LGBT youth in military families, a vulnerable subgroup within the military-connected youth population, thus informing substance use prevention programs.