School Social Support Research Articles

Factors associated with tobacco consumption during pregnancy in Portugal: a cross-sectional study

Abstract Background Tobacco consumption during pregnancy hinders mother and foetus health. Previous studies in Portugal have attempted to assess tobacco consumption and its associated factors; but none have studied representative samples. Objectives We aimed to estimate the prevalence of tobacco consumption during pregnancy in Portugal, and to determine sociodemographic, economic and healthcare access associated factors. Methods We performed a cross-sectional study using 2019 National Health Survey data. Women reporting a pregnancy between 2010 and 2019 were included. The outcome was daily or occasional tobacco consumption during pregnancy. Exposure variables were age group, nationality, marital status, region of residence, educational level, occupation/professional area, social support, net monthly income, and pregnancy trimester in the first surveillance appointment. Populational prevalence of tobacco consumption, and crude (PR) and adjusted prevalence ratios (aPR) with 95% confidence intervals (95%CI) were obtained using Poisson regression. Results Prevalence was 8.1% (95%CI: 5.6-11.4) (n = 744). PR was higher in young (PR: 1.4, 95%CI: 0.7-2.8), Portuguese (PR: 4.2, 95%CI: 1.1-16.4), single (PR: 1.6, 95%CI: 0.7-4.0) pregnant women, living in Azores (PR: 2.9, 95%CI: 1.0-7.9), with the 9th grade (PR: 4.9, 95%CI: 1.8-13.9), manual job (PR: 4.2, 95%CI: 1.2-14.2), weak social support (PR: 3.3, 95%CI: 1.3-8.7), 3rd income quintile (PR: 4.5, 95%CI: 1.0-19.9), 2nd or 3rd trimester appointment (PR: 2.1, 95%CI: 0.8-6.0). aPR was higher in pregnant women with the 9th grade (aPR: 4.7, 95%CI: 1.7-13.4) or high school (aPR: 4.0, 95%CI: 1.5-10.8) and weak social support (aPR: 2.9, 95%CI: 1.2-6.6). Conclusions The prevalence of tobacco consumption during pregnancy in Portugal was comparable to the European Region. Portuguese pregnant women, with less than tertiary education, and weak social support showed higher prevalences. Key messages • The prevalence of tobacco consumption during pregnancy in Portugal was 8.1%. Pregnant women with less than tertiary education, and weak social support showed higher prevalences of tobacco consumption. • Overall, smoking is more prevalent in socioeconomically disadvantaged pregnant women thus contributing to increased health inequities.

Long-term impact of adverse childhood experiences and perceived social support on depression trajectories

BackgroundWhile the impact of adverse childhood experiences (ACEs) on depression is well-documented, how ACEs, physical violence victimization, social support, and school belongingness altogether shape depression from adolescence to young adulthood remains unclear. This study aims to clarify these relations by tracing the trajectory of depression across this critical developmental period. MethodsWe utilized a 14-year, four-wave dataset from the National Longitudinal Study of Adolescent to Adult Health (Add Health), including 5734 participants who were 7th to 12th graders at baseline (51.4 % females). Latent growth curve modeling (LGCM) was used to analyze the trajectory of depression from adolescence to young adulthood, assessing the impact of ACEs, physical violence victimization, social support, and school belongingness on this progression. ResultsResults from the LGCM indicated that childhood maltreatment and physical violence victimization were positively associated with an increase in depression from adolescence to young adulthood. Conversely, social support and school belongingness showed a negative association with depression, indicating their protective effects over time. Gender was found to moderate these longitudinal associations, with females showing increased vulnerability to the negative relations between early stressful environments (i.e., childhood maltreatment and physical violence victimization) and depression. Conversely, they seemed to benefit more from school belongingness and social support in mitigating depression. LimitationsThe study variables were all self-reported and exhibited some issues with reliability. ConclusionPractitioners should implement gender-specific programs for the prevention and intervention of depression from adolescence through young adulthood.

Adolescents’ School-Based Universal Well-Being Screening: A Validation of the Student Subjective Wellbeing Questionnaire in Portugal

AbstractSchool-based universal well-being screening is proposed within the Multi-tiered Systems of Support approach to collect data on school and individual well-being. Universal screening allows for data-based informed decision, allocating each pupil or set of pupils in universal, selective and/or indicated structured interventions and supports. However, schools require adequate and validated measures of both positive well-being and indicators of psychological health problems. This study focused on the adaptation and validation of the Student Subjective Wellbeing Questionnaire (SSWQ) in Portugal, a tool directed to positive well-being screening. After a translation process, data was collected in 10 schools. A sample of 942 school pupils in the 3rd cycle was randomly split into two subsamples. First was conducted on one subsample, and then, CFA was conducted in the other. Gender and school year invariance were also conducted with the CFA subsample. Internal consistency was likewise analysed. The analysis finished with convergent and discriminant validity. Overall, results supported a second-order factor model (subjective well-being), including four first-order factors, with the elimination of one item and changing one item to another subscale. Results showed good reliability of each factor (all above 0.70). Full measurement invariance was reached for gender (male and female) and school year (7th, 8th and 9th grades). Convergent validity was found with measures of satisfaction with school, group identification with peers and school social support, and divergent validity was found with BPM-Y. Altogether, results support that SSWQ-PG can be used to screen for subjective well-being in schools, helping schools in identifying and addressing pupils’ mental health needs more effectively.

Beware of cyberbullying! Evidence from high school students in Indonesia

Cases of cyberbullying among high school students have become the center of attention of educational institutions as a new form of bullying using information technology. Many studies examine cyberbullying as a new form of bullying. However, studies on school climate, social support, and social self-efficacy in reducing cyberbullying behavior among high school students are still limited. Therefore, this study investigates the effect of school climate, social support, and social self-efficacy on cyberbullying behavior. This study involved 290 high school students in three schools in Kupang City, Indonesia. We used a simple random sampling technique to determine which respondents were involved. SPSS version 20 and Amos 18 software were used to analyze the data for this study. Data analysis in this study used structural equation modeling (SEM) analysis. The study’s results revealed that school climate and social self-efficacy significantly negatively affected high school students’ cyberbullying behavior. Meanwhile, social support has no direct influence on students’ cyberbullying behavior. Social self-efficacy has also been shown to mediate the effect of school climate on high school students’ cyberbullying behavior. An in-depth discussion is presented in this paper to provide an overview of the critical implications for educational practitioners.

Integrating mental health literacy in the English language arts middle school classroom

Mental health challenges are on the rise among today’s youth. Recent reports have noted an acute and significant need for school-based mental health education and supportive interventions for children and adolescents. Among these approaches, a growing focus has centered on improving students’ mental health literacy (MHL) as a foundational component in addressing overall mental health needs. While schools offer an ideal venue for access and implementation, there exist a variety of limitations to integrating MHL content, particularly within the middle school classroom. In this manuscript, we offer recommendations for educators, school social support workers, and administrators who are interested in teaming together to develop and embed a literature-based MHL curriculum into the middle school English Language Arts (ELA) classroom. Our suggestions offer a framework for planning, developing, and implementing such a curriculum within the confines of current school structures and processes while maintaining the teacher’s role as educator.

Analysis of the Effect of School Counseling Services, Social Support, and Learning Motivation on Academic Achievement of Junior High School Students in West Java

This quantitative study investigated the effect of school counseling services, social support, and learning motivation on the academic achievement of junior high school students in West Java, Indonesia. Data were collected from 120 students using standardized surveys, and structural equation modeling (SEM) with Partial Least Squares regression (PLS) was used for data analysis. The results showed a significant positive relationship between school counseling services, social support, learning motivation, and academic achievement. Specifically, school counseling services, social support, and learning motivation were found to positively predict academic achievement among junior high school students. In addition, mediation analysis revealed the indirect effects of these factors on academic achievement through intermediate variables. These findings highlight the importance of a comprehensive support system in driving student success and have implications for education stakeholders looking to improve academic outcomes in West Java and beyond.

Learning on the edge: Impacts of banditry on education and strategic options for resilience in northwest Nigeria

ABSTRACT The aim of this study is to analyse the dynamics of violence against educational facilities and students in northwest Nigeria, specifically carried out by bandits. By employing qualitative and quantitative research methodologies, a comprehensive understanding of these attacks is sought. The paper notes schools and students are disproportionately targeted by bandits and are becoming vulnerable for various reasons. These include pervasive failure of governance, diminishing presence of the state in maintaining order, general lack of protection by the government, perceived weakness of students to mount resistance, and bandits’ propensity for illicit profit through ransom payment by victims. These affect the students in six principal ways: loss of lives, increasing burden of fear, rise in sexually transmitted diseases, decreasing enrolment in school, abandonment of educational facilities and forced displacement. In the milieu of banditry in Nigeria’s northwest, it is crucial to adopt the peacebuilding approach and implement security sector reform, safe school initiatives, development, social support and strategic health care delivery to victims in order to successfully eliminate, neutralise, and disrupt (END) attacks by bandits targeting educational facilities.

Longitudinal associations between psychopathic traits and social support with cyberbullying and cyber-victimization

ABSTRACT The objective of the study was to examine how distinct psychopathic traits, including callous-unemotional (CU) traits, impulsivity and narcissism, as well as family, school and friend social support are longitudinally associated with cyberbullying and cyber-victimization. Associations were investigated by employing a four-year longitudinal design in a large sample of Greek-Cypriot adolescents. Findings suggested that cyber-bullying and cyber-victimization decreased from early to middle adolescence. Additionally, the longitudinal model suggested that both CU traits and narcissism, assessed in grade 7, were associated with the onset of cyber-bullying and cyber-victimization in grade 8, but not with change over time. Impulsivity did not predict cyber-bullying or cyber-victimization. Finally, none of the environmental factors were associated with the onset and growth of cyber-bullying, although family support predicted girls’ initial levels and change over time in cyber-victimization. Current findings have major theoretical and practical implications for the development of cyber-bullying and victimization.

Exploring The Mechanism of Adolescent Mental Health

The mental health of adolescents is a topic that has always existed and deserves attention. Nowadays, many adolescents report that they experience mental problems and mental illnesses. Their symptoms may continue to affect their physical and mental health in adulthood. Mental health problems may derive from various factors. Family problems, parents’ mental illnesses, poverty, and perceived violence at school can all contribute to psychological problems in adolescents. At the same time, some factors positively impact adolescents’ mental health, like school connectedness and social support. When adolescents have psychological difficulties, the community and the people around them should help them according to their situation and intervene to improve their mental health. Preventions for children not yet in adolescence would also be helpful. Once the public pays more attention and realizes the importance of adolescent mental health, this problem can be alleviated and solved.

Examining Associations Between School Connectedness, Social Support, Violence, and Firearm Carrying.

Firearms are the leading cause of pediatric deaths. Few studies have identified protective factors that reduce the risk of firearm violence. Interpersonal factors, including school connectedness and social support, protect against multiple health-affecting risk behaviors. Therefore, this study examines associations of school connectedness and social support with firearm and weapon violence involvement. Data were gathered through an anonymous survey conducted across 13 high schools within an urban school district in 2018 (n = 2,604) modeled on the Centers for Disease Control and Prevention Youth Risk Behavior Surveillance Survey. Separate hierarchical logistic regression models examined associations between school connectedness and social support, and the outcomes of firearm carrying and engaging in violence with a weapon on school property in the past 12 months. Models were adjusted for age, race, and covariates representing basic needs, education, and mental health. The mean age was 15.7 years, and 57.5% of youth were female. 5.8% of youth had carried firearms and 5.5% engaged in violence with a weapon on school property in the past 12 months. School connectedness was significantly inversely associated with engaging in violence with a weapon on school property (odds ratio [OR] 0.225, 95% confidence interval [CI] [0.080, 0.632] and high levels of social support were significantly inversely associated with firearm carrying (OR 0.522, 95% CI [0.313, 0.870]). School connectedness and social support may be important in protecting youth from firearm and weapon-related violence. Interventions that strengthen safe and supportive interpersonal relationships within school environments and broader support systems across contexts may help reduce firearm and weapon violence involvement.

Psychosocial mediators and moderators of a school-based physical activity intervention among Brazilian adolescents

ABSTRACT School-based interventions are needed due to the low levels of physical activity (PA) in adolescents. The aim is to examine the mediation effects of psychosocial factors (attitude, self-efficacy, social support from parents, friends, general teachers, and PE teachers, and environment school perception) and moderation by sex, school grade, and socioeconomic level of a school-based PA intervention on the PA practice among adolescents. The Movimente Programme is a randomised controlled trial at schools in southern Brazil (n = 921 adolescents). Strategies included teacher training, educational actions, and environmental changes. Adolescents self-reported their weekly PA. Potential psychosocial mediators and moderators were investigated through validated questionnaires in a Brazilian sample. The product of the coefficients with percentile bootstrapping 95% confidence interval was performed. The Movimente Programme was related to positive changes in adolescents’ perception of the school environment and social support from general and physical education teachers. Most psychosocial variables (attitude, self-efficacy, social support from friends, and social support from teachers) were associated with PA, but none mediated the impact of the Movimente Programme on PA. Results varied according to sex and school grade. The Movimente Programme increased the adolescents’ perception of the school environment and social support from teachers, but no mediators were confirmed.

Factors Affecting Elementary School Teacher Performance: A SEM-PLS Review

One important factor in improving the quality of education is teacher performance. However, teacher performance remains a problematic topic. This is particularly true when it comes to factors that technically affect their performance. Therefore, this study aimed to analyze factors that contribute most to teacher performance. This study was conducted using a correlational survey method. Data source in this study was 120 elementary school teachers participated voluntarily. The data were collected through an online questionnaire based on a Likert scale. They were processed using SEM-PLS. The results showed that the most influential factor in shaping teacher performance was competence. School climate, principal leadership and social influence have no significant relationship with teacher performance. Based on the results, improving competence is one effective to improve teacher performance. In addition, the other factors such as principal leadership, school climate, motivation, social influence, and teacher’s opportunity also affect teacher performance, albeit not significant. Through supportive school climate, high motivation and social support, teachers are hoped to show steady improvement to their performance. With better teacher performance it is hoped that educational progress will be achieved.

The Impact of Social-engagement, Social-support and Self-esteem on Life Satisfaction in UK Youth: A Sequential Explanatory Mixed Methods Study

Significant changes in adolescent physiology and psychology have been linked to a decline in adolescents sense of well-being. Thats why its so important to study what makes people happy in order to help teenagers flourish. The purpose of this research is to demonstrate the value of a correlational design and thematic analysis in revealing the underlying mechanisms at play in teenage social connection, self-esteem, and life satisfaction through the use of a mixed-methods sequential explanatory display. Our predictions that self-esteem (26%), social-support (1%) and social-engagement (1%) each accounted for a significant portion of the unique variance on the Satisfaction with Life Scale are supported by data from the Seventh-Sweep Study-Wave 7 Dataset (N=759). The quantitative results are corroborated by a thematic analysis of social-media and newspaper comments (N=126), which reveals that young people with high self-esteem are more likely to have positive school and social connections, use coping techniques, and express their true selves. Low self-esteem, on the other hand, may have detrimental effects on happiness, such as the promotion of psychological disorder and risky behaviours as well as underpinning academic and social isolation. Therefore, it may be beneficial for adolescents well-being to place an emphasis on school connectedness, social support, and positive self-perception.

Identifying the Relationship Between Strength of School Social Support and Level of Hope in Children from Low-Income Families

Identifying the Relationship Between Strength of School Social Support and Level of Hope in Children from Low-Income Families

Gender differences in high school students’ interest in STEM careers: a multi-group comparison based on structural equation model

BackgroundFemales are underrepresented in Science, Technology, Engineering, and Mathematics (STEM) fields all over the world. To encourage more girls to choose STEM majors and careers, it is critical to increase their interest in STEM careers. Many studies have investigated the factors that influence females' entry into STEM fields, but few studies have explored the gender differences in the relationships between these factors. Therefore, based on the Social Cognitive Career Theory, this study explored the gender differences in the effects of environmental factors (school education, informal education, social support, and media) on high school students' interest in STEM careers through the mediating roles of STEM self-efficacy and STEM careers perceptions.ResultsA questionnaire survey was conducted among 1240 high school students in Hunan Province, China, and the results of t-test, regression analysis, and structural equation model multi-group comparison showed that: Firstly, the scores of male students in all the dimensions except for STEM career perception were significantly higher than those of female students. Secondly, the environmental factor that had the greatest effect on male and female students' interest in STEM careers was different. Finally, there were gender differences in the mediating roles of STEM self-efficacy and STEM careers perceptions between environmental factors and interest in STEM careers.ConclusionsThis study revealed the influence mechanisms and gender differences in male and female students' interest in STEM careers in the context of Chinese Confucian culture, and the conclusions are as follows: (1) Male students' interest in STEM careers was significantly higher than that of female students; (2) The environmental factors that had the greatest effect on male and female students' interest in STEM careers were social support and media, respectively; and (3) Environmental factors could affect male students' interest in STEM careers through the mediating roles of STEM self-efficacy and STEM career perception, while environmental factors could affect female students' interest in STEM careers through the mediating role of STEM self-efficacy. Finally, the mediating mechanisms of STEM self-efficacy and STEM career perception between environmental factors and interest in STEM careers, and the importance of STEM self-efficacy for female students were discussed.

Harsh parenting and suicide ideation among Chinese adolescents: the roles of self-esteem and school social support

BackgroundWhile negative parenting style has considered as a risk factor for suicide ideation, little attention has been given to the mechanisms between harsh parenting and suicide ideation in the context of Chinese culture. This study explored the the potential mediating roles of self-esteem and the potential moderating roles of school social support in the relationship between harsh parenting and suicide ideation among Chinese adolescents.MethodsWe conducted a cross-sectional study among 4189 Chinese adolescents who completed measures of harsh parenting, school social support, self-esteem, and suicide ideation. The moderated mediation model was used to test the roles of self-esteem and school social support on the association between harsh parenting and adolescent suicide ideation.Results(1) There were significant positive correlations between harsh parenting and adolescents suicide ideation. (2) Self-esteem mediates the relationship between harsh parenting and suicide ideation in adolescents. (3) School social support moderates the indirect effect of harsh parenting on suicidal ideation.ConclusionsBeyond the direct impact of harsh parenting, harsh parenting also indirectly contributes to adolescent suicide ideation via the mediator of adolescents’ self-esteem. School social support moderates the relationship between harsh parenting and self-esteem as well as the relationship between self-esteem and suicide ideation. The findings suggest potential pathways for suicide prevention and intervention strategies and highlighted that buffering effect of school social support is limited as risk increasing.

JUST LIKE ANY STUDENT: FACILITATING FACTORS FOR THE TRANSOTION FROM INTERNATIONAL CONNECTION CLASSES (ISK) TO DUTCH SECONDARY EDUCATION

Young newcomers in the Netherlands from the age of twelve often start their education in International Connection Classes (Internationale Schakelklas; ISK), where they learn Dutch and get acquainted with the Dutch education system. Afterwards, they can transfer to a secondary school. Students often enroll in lower levels of secondary education than their cognitive capacities would allow. Moreover, they are getting used to a new school while also getting used to a new host country. This could impede the newcomer’s chances to full participation and development. The Capability Approach and Biesta’s interdependent functions of education call for additional measures to be taken for minorities, in line with an equity stance. This phenomenological study investigated which factors could facilitate the transition to secondary education for young newcomers. A document review was conducted and four (n = 4) ISK-experts and seven (n = 7) former ISK-students were interviewed. The results of the study point out that an individualized school culture and social support are key to assure a smooth transition to the new school. The conclusion of this study is that young newcomers wish to be ‘just’ a student, but in reality they are not. They need additional support with getting used to the new school. Minimal measures are recommended in order to appreciate young newcomers’ needs to not stand out, but nevertheless have support available.

Comparing the Effects of Victimization, School Connectedness, and Social Support on Heterosexual and Sexual Minority Adolescent Suicidality in the United States: A Partial Test of Minority Stress Theory.

In the United States, sexual minority adolescents are among the subpopulations at the highest risk for suicide; yet, predictors of suicidality among this unique group remain significantly understudied. Drawing from Meyer's minority stress theory (MST), this study examines whether general stressors act as predictors of adolescent suicidality and whether differences exist in the variation of these effects between heterosexual and sexual minority adolescents. Specifically, multivariate logistic regression models were developed to examine the impact that victimization, school connectedness, and social support have on heterosexual and sexual minority adolescent suicidality using a sample of 166,176 U.S. adolescents drawn from the 2019 Minnesota Student Survey. Participants ranged from 10 to 18 years of age and identified as heterosexual, bisexual, gay or lesbian, questioning, pansexual, queer, or as none of these. Findings highlight that sexual minorities (Exp(B) = 1.870, p < .001) were roughly twice as likely to report suicidality compared to their heterosexual peers. All victimization measures were highly predictive of suicidality among heterosexual and sexual minority adolescents. Overall, adolescents who were less connected to their school setting and more socially isolated were also more likely to experience suicidality; however, such effects were not reflected uniformly in every item measuring school connectedness and social support. Findings highlight important avenues for policies implementation aimed at mitigating the effects of multiple sources of stressors on adolescents' mental health and reducing adolescents' suicide rates. Interventions tailored to the unique needs of sexual minority adolescents are needed to address their disproportionate representation among those at risk for suicide.

Students' Perceptions of COVID-19 Stress and Internalizing Problems: Is Social Support a Buffer?

The current study investigated the associations among student perceptions of COVID-19 stress, internalizing problems, and school social support (teacher and classmate support) and how these relations differed across elementary/middle and high school students. Based on data from 526 4th- through 12th-grade students from a school district in the Northeast, we found that COVID-19-related stress was significantly related to internalizing problems for all students, regardless of grade level. We also found that teacher social support, but not classmate social support, buffered the positive relation between COVID-19 stress and internalizing problems. The results of the current study have implications for school psychologists, counselors, social workers, and other educators in alleviating COVID-19-related stress in students and associated symptoms of internalizing problems in students. As the pandemic unwinds, future research should examine the long-term impacts of the COVID-19 pandemic, especially for students with marginalized identities, and how teacher and/or peer support may play a role in buffering these stressors for students.

사회적 지지 매개효과

The purpose of this study is to verify the effect of academic stress and social support on school dropout intention of Chinese physical education major students and to investigate the mediating effect of social support. Therefore, the convenient sampling method was used to questionnaire survey. For data processing, frequency analysis, reliability, and correlation analysis were performed through SPSS 23.0, and confirmatory factor analysis, measurement model verification, structural model verification, and mediating effects were performed using AMOS 23.0. The following results were derived. Academic stress had a positive (+) effect on school dropout intention and social support. Social support had a negative (-) effect on school dropout intention. It was found that there was a partial mediating effect of social support in the relationship between academic stress and school dropout intention.