OBJECTIVES: To examine the extent to which school climate and school pressure could predict other aspects of adolescents' lives, most particularly their emotional health and bullying. Furthermore, the study sought to investigate if these relationships were consistent across countries. METHODS: Participants were 11-, 13-, and 15-year-olds from 26 European countries/regions, Canada, the United States, and Israel. Participants completed surveys focusing on health behaviours and lifestyles, using a contextual framework. Using cluster analytic techniques, three clusters were created varying on school pressure and perceived school climate. These clusters were then examined using variables not used in the clustering. RESULTS: Students in the cluster having the most positive relationships to school outcomes, including academic achievement, truancy, teacher and peer support, also had the most positive emotional health and the lowest incidence of bullying. Similarly, those in the poorest cluster in terms of school also had the poorest outcomes in terms of emotional health and bullying. CONCLUSIONS: These relatively small but significant associations suggest that schools may have a small role in supporting children's emotional well-being and ameliorate the presence of bullying.
OBJECTIVES: To examine the extent to which school climate and school pressure could predict other aspects of adolescents' lives, most particularly their emotional health and bullying. Furthermore, the study sought to investigate if these relationships were consistent across countries. METHODS:Participants were 11-, 13-, and 15-year-olds from 26 European countries/regions, Canada, the United States, and Israel. Participants completed surveys focusing on health behaviours and lifestyles, using a contextual framework. Using cluster analytic techniques, three clusters were created varying on school pressure and perceived school climate. These clusters were then examined using variables not used in the clustering. RESULTS: Students in the cluster having the most positive relationships to school outcomes, including academic achievement, truancy, teacher and peer support, also had the most positive emotional health and the lowest incidence of bullying. Similarly, those in the poorest cluster in terms of school also had the poorest outcomes in terms of emotional health and bullying. CONCLUSIONS: These relatively small but significant associations suggest that schools may have a small role in supporting children's emotional well-being and ameliorate the presence of bullying.
Authors: Timo-Kolja Pförtner; Bart De Clercq; Michela Lenzi; Alessio Vieno; Katharina Rathmann; Irene Moor; Anne Hublet; Michal Molcho; Anton E Kunst; Matthias Richter Journal: Int J Public Health Date: 2015-09-04 Impact factor: 3.380
Authors: Kastytis Šmigelskas; Tomas Vaičiūnas; Justė Lukoševičiūtė; Marta Malinowska-Cieślik; Marina Melkumova; Eva Movsesyan; Apolinaras Zaborskis Journal: Int J Environ Res Public Health Date: 2018-04-26 Impact factor: 3.390
Authors: Ann DeSmet; Benedicte Deforche; Anne Hublet; Ann Tanghe; Evi Stremersch; Ilse De Bourdeaudhuij Journal: BMC Public Health Date: 2014-03-05 Impact factor: 3.295