Social School Environment Research Articles

Positive school climate and strong school identification as protective factors of adolescent mental health and learning engagement: A longitudinal investigation before and during COVID-19

The COVID-19 pandemic resulted in significant disruptions for children and youth around the world, especially given school closures and shifts in teaching modes (on-line and hybrid). However, the impact of these disruptions remains unclear given data limitations such as a reliance on cross-sectional and/or short-interval surveys as well as a lack of broad indicators of key outcomes of interest. The current research employs a quasi-experimental design by using an Australian four-year longitudinal survey with student responses from Grade 7 to 10 (aged 12–15 years old) (N = 8,735 from 20 schools) in one education jurisdiction. Responses are available pre-pandemic (2018 and 2019) and during the pandemic (2020 and 2021). Importantly the survey included measures of well-being, mental health and learning engagement as well as potential known school-environment factors that could buffer against adversity: school climate and school identification. The findings were generally in line with key hypotheses; 1) during COVID-19 students’ learning engagement and well-being significantly declined and 2) students with more positive school climate or stronger school identification pre-COVID-19 fared better through the disruption of the pandemic. However, these same students suffered from a steeper decline in well-being and engagement which may be explained through the impact of losing meaningful social or group connections. This decline was evident after controlling for gender, academic grade (as a proxy of age), parental education, and socioeconomic status. It is concluded that investing in the social environment of schools is important in crisis preparedness and can facilitate better crisis response among youth.

Relationship between modifiable risk factors and overweight in adolescents aged 12–14 years

IntroductionSpain is the European leader in overweight (O-W), partly to the social and environmental changes of the last decades. The objective of the work was to study the modifiable risk factors that lead to O-W. Material and methodsA self-designed questionnaire with factors related to childhood obesity was produced, and was administered to the parents of adolescents who were attending first year of high school in four centres in Health Area V in Murcia. Weight, height, abdominal circumference and Waist-Height Index (WHI) of the students were measured, and classified as overweight-obesity. A reduction technique was applied, generating factors that grouped the items according to subject, as well as a multivalent technique to assess the dependency relationship between the variables, and the SB-OI. ResultsOf the 421 students included, 28% and 35% had excess weight and abdominal obesity, respectively. The factor analysis grouped the items into 4 factors: diet, physical activity, technologies, and environment, with a subsection about body perception. The structural equation model presented an R2 of 0.440. The highest relationship was obtained with the environment factor (t 2.89), and perception (t 14.61), followed by the use of technologies. A direct relationship was also revealed regarding diet and physical activity, although not significant. ConclusionsFamily perception and the social-school environment have an important influence on the development of the O-W. Health education interventions involving parents and teachers are probably the smartest and most cost-effective strategies.

Causalidad entre factores de riesgo modificables y sobrepeso en adolescentes de 12-14 años

IntroductionSpain is the European leader in over weight (O-W), partly to the social and environmental changes of the last decades. The objective of the work was to study the modifiable risk factors that lead to O-W. Material and methodsA self-designed questionnaire with factors related to childhood obesity was produced, and was administered to the parents of adolescents who were attending first year of high school in four centres in Health Area V in Murcia. Weight, height, abdominal circumference and Waist-Height Index (WHI) of the students were measured, and classified as overweight-obesity. A reduction technique was applied, generating factors that grouped the items according to subject, as well as a multivalent technique to assess the dependency relationship between the variables, and the SB-OI. ResultsOf the 421 students included, 28 and 35% had excess weight and abdominal obesity, respectively. The factor analysis grouped the items into 4 factors: diet, physical activity, technologies, and environment, with a subsection about body perception. The structural equation model presented an R2 of 0.440. The highest relationship was obtained with the environment factor (t 2.89), and perception (t 14.61), followed by the use of technologies. A direct relationship was also revealed regarding diet and physical activity, although not significant. ConclusionsFamily perception and the social-school environment have an important influence on the development of the O-W. Health education interventions involving parents and teachers are probably the smartest and most cost-effective strategies.

The impact of cyberbullying on schoolchildren's dental anxiety in Brazil: A cross-sectional multi-level study.

This cross-sectional study assessed the correlation between individual and school-related social environment variables with dental anxiety in Brazilian schoolchildren aged 8-12years. A sample of children from 20 private and public schools (n=1211) from Pelotas, Brazil, were selected. Socioeconomic data were collected from parents, and data regarding children characteristics were collected using a questionnaire. Dental anxiety (the outcome) was assessed by the following question: 'Are you afraid of going to the dentist?' Dental examinations were performed to assess caries experience (DMFT≥1). The social school environment was assessed by a questionnaire administered to schools' coordinators and considered: type of school, verbal violence between students, presence of gangs at school and cyberbullying episodes. Multilevel Poisson regression was used to investigate the association between school social environment and dental anxiety. The prevalence of dental anxiety was 9.1% (95%CI 7.5-10.8). For the individual variables, anxiety was more prevalent in girls [1.85 (1.21-2.81)], in children with less-educated mothers [1.50 (1.00-2.27)] and in children who never attended to the dentist [2.48 (1.65-3.72)]. For contextual variables, episodes of cyberbullying in school increased the prevalence of dental anxiety by almost 80% [1.78 (1.14-2.78)]. The school social environment influences dental anxiety. The results suggest that it is important to establish strategies focused on promoting healthier environments and preventing cyberbullying in order to reduce the occurrence of dental anxiety.

School Security Measures, School Environment, and Avoidance Behaviors

ABSTRACT Important aspects of the school context include the presence of physical security measures, especially those that focus on the monitoring and control of students such as security guards and security cameras, and social school environment factors, such as adult support and perceived fairness. Using data from the 2015 National Crime Victimization Survey – School Crime Supplement, the current study explored the relationships between school security measures in schools, school social environment factors, and student fear of crime and avoidance behavior. The results indicate that the school security measures and school social environment are associated with students’ fear of crime and avoidance, and they suggest that schools need to reconsider the use of security measures and to focus on fair development and implementation of school rules instead.

Psychosocial perspective and suicidal behaviors correlated with adolescent male smoking and illicit drug use

To assess the prevalence of smoking and drug use among adolescent boys, and to examine adolescents' psychosocial factors, and suicidal behaviors associated with adolescents' substance use. The Kuwait Global School-Based Student Health Survey employed a two-stage cluster sample design targeting a representative sample of adolescents. This study focused on the participated 1310 boys. Statistical analysis included Chi-square test, student t-test, and multivariate analysis. The mean age was 14.5 ± 0.03 years. The reported prevalence of: smoking, ever drug use, and both smoking and drug use were 26.6% (95% CI:24.2-29.1%) and 7.4% (95% CI:6.1-9.0%) and 5.5% (95% CI:4.4-6.9%) respectively. Logistic regression model analysis revealed that adolescents whose parents smoke, suffered from insomnia, were victims of bullying, and had negative social school environment, were more likely than others to be smokers, drug users or both. Addendum, suicidal ideation, and its combination with suicidal planning and/or suicidal attempt were significantly associated with smoking. The odds of these life-threatening behaviors increased when drug use was reported and augmented when both smoking and drug use were experienced. Prevalence of smoking and illicit drug use were high among adolescent boys. This study confirmed the association between adolescents' smoking and substance use with psychosocial context, and suicidal behaviors. Addressing these predictors would be crucial in the development of effective strategies targeting the prevention of smoking and substance use, which might consequently reduce suicidal behaviors among adolescents.

Physical education teachers’ perceptions of perceived mattering and marginalization

ABSTRACTBackground: In many countries around the world, physical education (PE) has been identified as a marginalized subject. PE teachers have been found to feel negative consequences associated with marginality, such as stress, burnout, and early career attrition. Recent evidence also indicates that physical educators can develop a sense of perceived mattering both in relation the subject of PE and their role as that teacher of that subject. Less is known, however, about the relationship between perceived mattering and marginalization, and how teachers navigate social messages associated with each that they receive while teaching. Role socialization theory has emerged as an approach to studying teachers’ experiences in school environments, and can be used to understand their experiences with marginality and mattering.Aims: The purpose of this study was to understand how the social environment of schools influences PE teachers’ perceptions of marginalization and perceived mattering, and how these two constructs interact.Method: The investigation was conceptualized as an interview study, and framed using a social constructivist epistemology. Participants included 30 in-service PE teachers (16 males, 14 females) from the Midwest region of the US. Data were collected using in-depth qualitative interviews, and analyzed through a collaborative approach to data analysis that drew upon both inductive and deductive forms of analysis.Results: Participants identified experiences with both perceived mattering and marginalization in their work, and noted that sometimes these messages were contradictory. Some participants felt the effects of marginalization as their discipline was viewed as a dispensable commodity that is only meaningful for the service it provides to other teachers (e.g. gives elementary classroom teachers a break for planning). Some of the teachers internalized their marginal status and began to see their primary function as supporting the work of teachers in other subjects. Nevertheless, the participants derived a sense of mattering by building relationships with colleagues, administrators, and students, and by advocating for the discipline. Teachers also felt validated when colleagues acknowledge their attempts to implement effective practices, but struggled when working with colleagues who are resistant to change.Conclusions: PE teachers experience both marginalization and perceived mattering, which are shaped largely by social interactions within the school environment. This study specifically lends to the view of marginalization and perceived mattering as two constructs at opposite ends of a continuum, rather than a binary conceptualization. This suggests that it could be the summation of marginalizing experiences and those that promote mattering that lead physical educators to develop overall impressions of their role in schools. Furthermore, this study adds to the literature indicating that physical educators may eventually internalize feelings of marginalization when consistently told that they do not matter. This has implications related to the washout effect whereby teachers who no longer feel as if they are making meaningful contributions to children’s education may compromise their teaching practice.

Współpraca szkół zawodowych z biznesem: perspektywa pracodawców

The article identifies the barriers in cooperation between vocational schools and employers, which are connected with the economic and social environment of schools. The main source of information on employers’ perspective is a survey of employers cooperating with vocational schools in Lublin (Poland). The survey results shows that employers are set on increasing the number of hours of students’ practical vocational training in the workplace, but are reluctant to undertake more costly and more demanding forms of cooperation with schools, like participating in vocational exams, training teachers or providing equipment for school workshops. It was argued that employers’ limited willingness to cooperate stems i.a. from fragmentation of the enterprise sector in Poland, poorly developed cooperative bonds between enterprises, and the small scale of recruitment problems during most of the last two decades.

The Role of School Social Environment on Dental Caries Experience in 8- to 12-Year-Old Brazilian Children: A Multilevel Analysis

Aim: Although children spend most of their time involved in activities related to school, few studies have focused on the association between school social environment and oral health. This cross-sectional study assessed individual and school-related social environment correlates of dental caries in Brazilian schoolchildren aged 8-12 years. Methods: A sample of children from 20 private and public schools (n = 1,211) was selected. Socio-economic data were collected from parents, and data regarding children characteristics were collected from children using a questionnaire. Dental examinations were performed to assess the presence of dental plaque: dental caries experience (DMFT ≥1) and dental caries severity (mean dmf-t/DMF-T). The social school environment was assessed by a questionnaire administered to school coordinators. Multilevel Poisson regression was used to investigate the association between school social environment and dental caries prevalence and experience. Results: The dental caries prevalence was 32.4% (95% confidence interval: 29.7-35.2) and the mean dmf-t/DMF-T was 1.84 (standard deviation: 2.2). Multilevel models showed that the mean dmf-t/DMF-T and DMFT ≥1 were associated with lower maternal schooling and higher levels of dental plaque. For contextual variables, schools offering after-hours sports activities were associated with a lower prevalence of dental caries and a lower mean of dmf-t/DMF-T, while the occurrence of violence and theft episodes was positively associated with dental caries. Conclusions: The school social environment has an influence on dental caries in children. The results suggest that strategies focused on the promotion of healthier environments should be stimulated to reduce inequalities in dental caries.

The social environment of schools and adolescent nutrition: associations between the school nutrition climate and adolescents' eating behaviors and body mass index.

The aim of this study was to determine the association between the school nutrition climate and students' eating behaviors and body mass index (BMI). Data were collected as part of Youth'07, a nationally representative health survey of high school students in New Zealand. Overall, 9107 randomly selected students from 96 randomly selected schools participated. School-level measures were created by aggregating students' reports within schools. Analyses were conducted using multilevel modeling, accounting for student-level characteristics. There was a positive association between the school nutrition climate and students' consumption of fruits and vegetables. This relationship was statistically significant after controlling for the background characteristics of students. There were no associations between the school nutrition climate and students' junk food consumption or BMI. The school nutrition climate appears to have a positive influence on adolescents' healthy eating behaviors (fruit and vegetable intake), but a limited effect on unhealthy eating behaviors and ultimately body weight. This may reflect the pervasiveness of junk food in the environments of adolescents outside of school and the difficulty in limiting its consumption.

Strategies for academic engagement perceived by Finnish sixth and eighth graders

This study explores strategies students use to construct their academic engagement in the social environment of school. The study is based on group interview data collected from 161 sixth (78) and eighth (83) grade students. Students reflected both engaging and disengaging episodes. Data were content analysed. The results show that students reported using only confirming strategies in teacher–student interaction. More diverse strategies were described in relation to peer interaction. The results indicated that simultaneously maintaining functional peer relations and engaging effectively in academic activities is a highly challenging task which requires strategic flexibility and self-regulative skills. In terms of the development of more engaging learning environments for students, our results suggest that more attention should be paid to creating positive opportunities to participate, in terms of both academic activities and peer interaction.

Gestão dos microssistemas no ambiente sócio escolar: percepção de alunos do ensino técnico da rede pública federal de Palmas/TO

O estudo analisou as percepções de estudantes do ensino técnico subsequente a cerca dos microssistemas no ambiente sócio escolar. Pontuou o desenvolvimento humano a partir das atividades realizadas; descreveu o ambiente sócio escolar conforme a percepção dos alunos; comparou as diferenças e semelhanças de percepções entre gêneros. Os resultados mostram que os institutos federais oferecem cursos extracurriculares à comunidade interna e externa, como determinado na LDB, porém, não atende a demanda; há insatisfação entre os alunos quanto às atividades extracurriculares; as atrações esportivas e atividades de lazer são proporcionais; apesar dos pontos negativos, os estudantes percebem o desempenho positivo dos mesmos em função dos microssistemas. Palavras-chave: microssistemas, gestão, ambiente escolar

Ethical challenges of conducting health research in UK school setting

This paper offers guidance for novice nurse researchers on the ethical and methodological challenges of conducting health research in high school settings. Over the course of two studies in UK high schools with students aged 11-16 years, the authors encountered common ethical and methodological challenges. This article draws on these studies to build a critique of approaches to health research in school settings. Issues of consent and assent, confidentiality and participation can highlight tensions between the expectations of schools and health researchers. In this context, feasible research designs raise complex ethical and methodological questions. Ethical and methodological norms for health research may not be suitable for high school settings. Successful school-based health research designs may need to be flexible and responsive to the social environment of schools.

Improving the Physical and Social Environment of School: A Question of Equity

This study explored the interplay between quality facilities and school climate, charting the effects of facility conditions on student and teacher attitudes, behaviors, and performance within schools slated for renovations in a large metropolitan school district. The research applied a school leadership–building design model to explore how six characteristics of facility quality—movement, aesthetics, play of light, flexible and responsive classrooms, elbow room, and security—interact with four aspects of school climate: academic press, community engagement, teacher professionalism, and collegial leadership. Because the schools were older and participants in the research perceived them as being in great need of maintenance and repair, the school building characteristics were often described as absent qualities. The survey data revealed moderate to strong relationships between the quality of school facilities and school climate. The interviews further explicated these relationships. Two additional themes—counterbalance and equity—emerged as being significant to occupants’ interactions with their current facilities. This study used a mixed-methods triangulation design–data transformation model. Specifically, school climate surveys, photo interviews with students, walking tours of the school facility, and formal interviews were triangulated to obtain complementary data and a more complete understanding of the educational facility to be renovated and its impact on occupants.

The walls still speak: the stories occupants tell

PurposeAccompanying the recent concern for the quality of our nation's educational infrastructure, a growing body of research connects the quality of school facilities to both student outcomes including achievement, behavior, and attitude as well as to teacher attitude and behavior. Less is known about the mechanisms of these relationships. This paper aims to examine the link between school building quality and student outcomes through the mediating influence of school climate. Results build upon those of a recent study that confirmed a link between the quality of school facilities and student achievement in both English and Mathematics, as well as the mediating role of school climate. This qualitative follow‐up study explores the complicated intricacies of how a school building's physical properties influence teaching and learning.Design/methodology/approachThe study is structured according to a collective, instrumental case study design. Individual, focus group, walk‐through and photo‐interviews, as well as observations inform the inquiry. Two high‐poverty schools are identified from the earlier quantitative study because the ratings of the quality school facilities by their faculties fall within the upper quartile. These two schools, one urban and one rural, are selected purposefully for this study, maximizing learning from cases rich in information.FindingsResults of the research indicate that ongoing interactions between the original design, the day‐to‐day reality of the built environment, and the occupants of that environment help to define the learning climate of these schools. Reciprocally, the climate helps to shape the interactions that take place, fostering environmental understanding, competence and control and supporting academic learning. From the data, several broad themes related to building quality emerge as central to this interaction between the built environment and building occupants, including movement, aesthetics, play of light, flexible and responsive classrooms, elbow room, and security.Originality/valueThrough the stories told by occupants of these two schools, we gain further understanding of the interactions between certain building conditions and design features and how these reinforce and enhance the social environment of school, helping to foster a sense of belonging within a place, a sense of control and competence, and a sense of collective commitment to the place and its purposes. As school designers balance considerations of durability with flexibility, the voices of these occupants may serve to argue for the inclusion of design features that allow occupants some measure of control over comfort and use factors. The broad themes related to building quality that emerge from the data include movement, aesthetics, the play of light, flexible and responsive classrooms, elbow room, as well as safety and security.

What explains between-school differences in rates of smoking?

BackgroundSchools have the potential to influence their pupils' behaviour through the school's social organisation and culture (non-formal school characteristics), as well as through the formal curriculum. This paper examines whether these school characteristics (which include a measure of quality of social relationships) can account for school differences in smoking rates.MethodsThis study uses a longitudinal survey involving 5,092 pupils in 24 Scottish schools. Pupils' smoking (at age 15/16), cognitive measures, attitude to school and pupils' rating of teacher pupil relationships (at age 13/14) were linked to school level data comprising teacher assessed quality of pupil-staff relationships, school level deprivation, staying on rates and attendance. Analysis involved multi-level modelling.ResultsOverall, 25% of males and 39% of females reported smoking, with rates by school ranging from 8% to 33% for males and from 28% to 49% for females. When individual socio-economic and socio-cultural factors were controlled for there was still a large school effect for males and a smaller (but correlated) school effect for females at 15/16 years. For girls their school effect was explained by their rating of teacher-pupil relationships and attitude to school. These variables were also significant in predicting smoking among boys. However, the school effect for boys was most radically attenuated and became insignificant when the interaction between poor quality of teacher – pupil relationships and school level affluence was fitted, explaining 82% of the variance between schools. In addition, researchers' rating of the schools' focus on caring and inclusiveness was also significantly associated with both male and female smoking rates.ConclusionSchool-level characteristics have an impact on male and female pupils' rates of smoking up to 15/16 years of age. The size of the school effect is greater for males at this age. The social environment of schools, in particular the quality of teacher-pupil relationships, pupils' attitude to school and the school's focus on caring and inclusiveness, can influence both boys' and girls' smoking. This provides support for the school-wide or "Health Promoting School" approach to smoking prevention.

Experiences of children treating functional bladder disturbances on schooldays

Objective After clinical urotherapeutic guidance, schoolchildren suffering from functional bladder disturbances are expected to manage treatment at school. To comply with treatment instructions the children have to visit the toilet at least every 3 h, find the sitting position facilitating relaxation of the pelvic floor, and then empty the bladder as completely as possible. They often blame failing to comply on their experiences of the school toilet. We describe the experiences of children treating functional bladder disturbances on schooldays. Method The study consisted of open-ended interviews of 20 schoolchildren aged 8–14 years undergoing treatment for functional bladder disturbances, and qualitative content analysis was performed. Results Conflicting rules, a risky toilet environment and uncertainty concerning social support at school were experienced. The children had difficulty in reconciling treatment compliance with their psychological needs. They used various tricks to avoid disclosing their bladder disturbances and enabling postponement of toilet visits. Most children gave their psychological needs priority over carrying out treatment. Conclusion The physical and social school environment was not adapted to these children's needs.

School Climate as Group Evaluation and Group Consensus: Student and Parent Perceptions of the Elementary School Environment

In this study, I examined the relation of consensus among students and parents regarding their perceptions of the school environment, its relation to their evaluation of the school environment, and the combined effect of consensus and evaluation on important student and parent outcomes. I analyzed survey responses of elementary school students (N = 25,557) and their parents (N = 23,107) regarding the learning and social environment of schools (N = 122). Results showed that consensus among student and parent perceptions regarding the school environment was significantly and positively correlated with their evaluation of the school environment. Schools having more racially and ethnically diverse student populations and more newcomers to the school showed significantly less student and parent consensus regarding the school environment. School size was unrelated to consensus. School-level multiple regression analyses showed significant and positive relations of student and parent evaluations of the school (sc...

Health promoting schools in England--a way forward in development.

Schools are identified as a key setting for health promotion in the UK Government's consultation report on the public health strategy for England. The concept of the 'healthy' or 'health promoting school' provides the basis for a broad settings approach to health promotion in schools. The approach extends beyond the formal health education curriculum to include a consideration of the physical and social environment of schools and their links and partnerships with parents and the wider community, in pursuit of better health. There is growing evidence that the health promoting school approach is effective in influencing outcomes related to health and education. Initiatives in the form of projects and schemes are commonly used by Health Promotion Specialist services and health partnerships, to stimulate and support the adoption of the approach by schools. A national healthy school scheme is to be launched alongside these local initiatives in 1999. The paper reviews research and practice in this area and makes recommendations to inform the future development of schools as health promoting organizations.

Vygotsky and Schooling: Creating a Social Context for Learning

Abstract Vygotsky's sociohistorical approach to cognitive development provides the underpinning for social constructivism. This article reviews theories and research in the social basis of cognitive development, and explores implications for schooling and teacher education. The work of Vygotsky is characterized by three themes: (1) the best way to understand mind is to look at how it changes; (2) higher mental functions have their origins in social activity; and (3) higher mental functions are mediated by tools and signs. Cognitive change can occur in the zone of proximal development given a shared purpose and focus, but the social environment of schools is often counterproductive. Promising directions and research programs are described which promote an interactive construction of knowledge within school classrooms. The role of teacher education is outlined in clarifying a vision of a social environment supportive to learning.