Mitchell D Wong1, Kulwant K Dosanjh2, Nicholas J Jackson2, Dennis Rünger2, Rebecca N Dudovitz3. 1. Division of General Internal Medicine and Health Services Research, David Geffen School of Medicine at UCLA, 1100 Glendon Avenue, Suite 850, Los Angeles, CA, 90024, USA. mitchellwong@mednet.ucla.edu. 2. Division of General Internal Medicine and Health Services Research, David Geffen School of Medicine at UCLA, 1100 Glendon Avenue, Suite 850, Los Angeles, CA, 90024, USA. 3. Division of General Pediatrics, David Geffen School of Medicine at UCLA, Los Angeles, CA, USA.
Abstract
BACKGROUND: Schools and school climate are thought to influence academic outcomes as well as child and adolescent development, health and well-being. We sought to examine the relationship between several aspects of the school climate with adolescent social-emotional health outcomes. METHODS: We analysed data from the Reducing Inequities through Social and Educational change Follow-up (RISE UP) Study, a longitudinal natural experimental study of Los Angeles high school students collected from 2013 to 2018. We analysed data on the portion of the sample that completed the baseline, 10th grade and 11th grade surveys (n=1114). Students reported their perceptions of school climate at 10th grade and social-emotional outcomes including grit, self-efficacy, depression, hopelessness, and stress at baseline (9th grade) and at 11th grade. Multivariable regressions adjusted for student and parental demographics and baseline social-emotional states tested associations between school climate and each outcome. RESULTS: Students who reported being in authoritative school environments in 10th grade, one that is highly supportive and highly structured, had subsequently higher levels of self-efficacy (p< 0.001) and grit (p=0.01). They also had fewer depressive symptoms (p=0.008), and less hopelessness (p = 0.01), stress at school (p=0.002) and stress about the future (p=0.03) reported in 11th grade. CONCLUSIONS: School climate, and particularly an authoritative school environment, is strongly associated with better social-emotional health among adolescents. Relationship with teachers and their disciplinary style may be a focus for future interventions to improve the social-emotional health of children.
BACKGROUND: Schools and school climate are thought to influence academic outcomes as well as child and adolescent development, health and well-being. We sought to examine the relationship between several aspects of the school climate with adolescent social-emotional health outcomes. METHODS: We analysed data from the Reducing Inequities through Social and Educational change Follow-up (RISE UP) Study, a longitudinal natural experimental study of Los Angeles high school students collected from 2013 to 2018. We analysed data on the portion of the sample that completed the baseline, 10th grade and 11th grade surveys (n=1114). Students reported their perceptions of school climate at 10th grade and social-emotional outcomes including grit, self-efficacy, depression, hopelessness, and stress at baseline (9th grade) and at 11th grade. Multivariable regressions adjusted for student and parental demographics and baseline social-emotional states tested associations between school climate and each outcome. RESULTS: Students who reported being in authoritative school environments in 10th grade, one that is highly supportive and highly structured, had subsequently higher levels of self-efficacy (p< 0.001) and grit (p=0.01). They also had fewer depressive symptoms (p=0.008), and less hopelessness (p = 0.01), stress at school (p=0.002) and stress about the future (p=0.03) reported in 11th grade. CONCLUSIONS: School climate, and particularly an authoritative school environment, is strongly associated with better social-emotional health among adolescents. Relationship with teachers and their disciplinary style may be a focus for future interventions to improve the social-emotional health of children.
Entities:
Keywords:
Adolescent health; School climate; Social-emotional health
Authors: Sachin Shinde; Helen A Weiss; Beena Varghese; Prachi Khandeparkar; Bernadette Pereira; Amit Sharma; Rajesh Gupta; David A Ross; George Patton; Vikram Patel Journal: Lancet Date: 2018-11-22 Impact factor: 79.321
Authors: Chris Bonell; Elizabeth Allen; Emily Warren; Jennifer McGowan; Leonardo Bevilacqua; Farah Jamal; Rosa Legood; Meg Wiggins; Charles Opondo; Anne Mathiot; Jo Sturgess; Adam Fletcher; Zia Sadique; Diana Elbourne; Deborah Christie; Lyndal Bond; Stephen Scott; Russell M Viner Journal: Lancet Date: 2018-11-22 Impact factor: 79.321
Authors: Claire Blewitt; Matthew Fuller-Tyszkiewicz; Andrea Nolan; Heidi Bergmeier; David Vicary; Terry Huang; Paul McCabe; Tracey McKay; Helen Skouteris Journal: JAMA Netw Open Date: 2018-12-07