Parent attachment,school commitment,and problem behavior trajectories of diverse adolescents

The purpose of this study was to examine the growth trajectories from early to late adolescence of teacher ratings of students' behavior problems from 9th through 11th grade and student self-reports of alcohol use in a sample of predominately minority adolescents (n = 179, 90% African-American and/or Hispanic, 43% boys, 57% girls) in a large, urban school district. The study investigated whether parent attachment, school commitment, gender, race/ethnicity, and educational placement influenced these outcomes. Multi-level growth modeling was the primary statistical procedure used. Results indicated that increased parent attachment was associated with reduced levels of alcohol use and school commitment was not associated with growth trajectories of problem behavior in the multilevel models, although gender, race/ethnicity and special education placement were significant predictors. Our findings suggest that teachers perceive greater levels of behavior problems for minority students and youth in special education. Student self reports also indicate adolescent frequency of alcohol use increases over time.     

Relations between harsh discipline from teachers,perceived teacher support,and bullying victimization among high school students

This study examined how the experience of harsh discipline from teachers is related to students' experience of bullying victimization in a Philippine high school. Respondents were 401 first- to fourth-year high school students of an urban public school in the Philippines. Using structural equation modeling, a hypothesized model with direct associations between harsh discipline and bullying victimization, and an indirect path via students' perception of teacher support, was tested. The data adequately fit the model and showed that experiences of harsh teacher discipline predicted higher bullying victimization and students' negative perception of teacher support. There were no significant indirect effects. The findings suggest that school discipline strategies may have repercussions on students' behaviors and relationships, highlighting the teacher's role in modeling and setting norms for acceptable behaviors. Future studies can examine further how teachers' harsh or positive discipline behaviors relate to bullying.     

Social comparison,competition and teacher–student relationships in junior high school classrooms predicts bullying and victimization

This cross-sectional research examines how social comparison, competition and teacher–student relationships as classroom characteristics are associated with bullying and victimization among junior high school students in grades 7 and 8 in Canada. The study tests a conceptual model of youth outcomes that highlights the importance of modeling the effects of teaching practices as proximal structural conditions at the classroom level (N = 38) that affect bullying outcomes at the individual level (N = 687). Results of Hierarchal linear modeling (HLM) revealed significant classroom-level effects in that increased social comparison, competition and teacher–student relationships were related to bullying and victimization. An interaction for teacher–student relationships and gender also emerged. These findings may guide future intervention programs for junior high schools that focus on enhancing cooperation and pro-social behavior in classrooms. The findings could also inform programs that focus on building strong relationships between students and teachers to help prevent bullying and victimization, particularly among boys.     

Longitudinal associations between externalizing problems and student–teacher relationship quality for young children with ASD

The associations between student–teacher relationship (STR) quality and externalizing behavior problems in school were examined among 166 children with ASD (82% boys, ages 4–7 years) across three assessments over a 1.5-year period; IQs in the sample range from 50 to 139 (M = 88.7). Unlike other non-ASD populations, the association between STR quality and externalizing problems was not transactional; instead, cross-lagged panel analyses supported a child-driven pathway whereby early teacher-reported behavior problems led to poorer relationship quality over time. Higher externalizing problems predicted increased student–teacher conflict from fall to spring of the same school year and predicted increased student–teacher conflict and decreased student–teacher closeness in the subsequent school year. Child behavior problems appear to drive changes in children's relationships with teachers that follow them across multiple teachers and classroom contexts. The association between early student–teacher relationship quality and subsequent externalizing problems was not moderated by cognitive ability or intellectual disability status. Findings suggest that interventions targeting early disruptive behavior problems may indirectly improve children's school relationships over time.     

Relationships between perceived teachers' controlling behaviour,psychological need thwarting,anger and bullying behaviour in high-school students

We tested a model of the associations between students' perceptions of their physical education teacher's controlling behaviour, perceptions of basic psychological need thwarting, anger and bullying behaviour. School students (N = 602; M age = 12.88, SD = 1.37) from 10 schools completed measures of perceived teachers' controlling behaviour and perceived thwarting of the psychological needs for autonomy, competence, and relatedness in physical education context and self-reported bullying and anger. A well-fitting structural equation model demonstrated that students' perceptions of the negative conditional regard and intimidation exhibited by the teacher had significant indirect effect on students' feelings of anger and bullying behaviour through the perceived psychological need thwarting in physical education. Findings suggest that physical education teachers who avoid the use of negative conditional regard and intimidation in their classes have students who perceive less need thwarting and report less bullying behaviour.     

In times of war,adolescents do not fall silent: Teacher–student social network communication in wartime

Exposure to war is associated with psychological disturbances, but ongoing communication between adolescents and teachers may contribute to adolescents' resilience. This study examined the extent and nature of teacher–student communication on Social Network Sites (SNS) during the 2014 Israel–Gaza war. Israeli adolescents (N = 208, 13–18 yrs) completed information about SNS communication. A subset of these (N = 145) completed questionnaires on social rejection and distress sharing on SNS. More than a half (56%) of the respondents communicated with teachers via SNS. The main content category was ‘emotional support’. Adolescents' perceived benefits from SNS communication with teachers were associated with distress sharing. Social rejection was negatively associated with emotional support and perceived benefits from SNS communication. We conclude that SNS communication between teachers and students may provide students with easy access to human connections and emotional support, which is likely to contribute to adolescents' resilience in times of war.     

Primary school teacher's knowledge and attitudes toward children with epilepsy

PurposePrimary school teacher's knowledge and attitudes toward epilepsy can have significant impact on the performance and psycho-social development of the child with epilepsy. Our objectives were to study teacher's knowledge and attitudes and identify areas in which further teacher training and education are required.MethodsA stratified random sample survey involving a group of primary school teachers in Jeddah, Saudi Arabia included private/public schools designated for male and female students. A structured 37-item questionnaire was used to examine their demographics, knowledge, attitudes, and experience with epilepsy.ResultsSix hundred and twenty primary school teachers working in public (58%) or private (42%) schools were included with ages ranging between 21 and 59 years (mean 36). Most teachers (79%) were of Saudi Arabian nationality and 66% had a college or university degree. Their years of experience ranged from 1 to 35 (mean 13.5). Only 17% of the teachers felt very well informed about epilepsy. Teachers with higher education were more likely to have good knowledge (p = 0.009). Teachers of Saudi nationality were also more likely to report good knowledge, independent of their educational level (p = 0.013). Overall, teachers with good knowledge were less likely to have negative attitudes including minding to have an epileptic child in their class (p = 0.028) or thinking that they should be placed in a special classroom (p = 0.029).ConclusionsPrimary school teacher's knowledge about epilepsy needs improvements. Their attitudes correlated highly with their knowledge. Educational campaigns about epilepsy are needed to develop a well informed and tolerant community.     

Psychosocial working conditions: An analysis of emotional symptoms and conduct problems amongst adolescent students

This study explored how psychosocial features of the schoolwork environment are associated with students' mental health. Data was drawn from 3699 ninth grade (15 year-old) Swedish students participating in the Health Behaviour in School-Aged Children survey. Using Structural Equation Modelling, perceived school demands, decision control and social support from teachers, classmates and parents were examined in relation to students' emotional and conduct problems. Higher demands were associated with greater emotional symptoms and conduct problems. Although weaker social support predicted emotional symptoms and conduct problems, the relative influence of teachers, classmates and parents differed. Teacher support was more closely associated with conduct problems, particularly for girls, while classmate support was more strongly related to emotional symptoms. The findings indicate that while excessive school pressure is associated with poorer mental health, social support can assist in optimising adolescents' emotional health and adaptive behaviour, as well as shaping perceptions of demands.     

Early adolescents' motivations to defend victims in school bullying and their perceptions of student–teacher relationships: A self-determination theory approach

The aim of this study was to investigate whether various dimensions of student–teacher relationships were associated with different types of motivation to defend victims in bullying and to determine the association between these types of motivations and various bystander behaviors in bullying situations among early adolescents in Italy. Data were collected from 405 Italian adolescents who completed a survey in their classroom. Results showed that warm student–teacher relationships were positively associated with defending victims and with autonomous motivation to defend victims. In contrast, conflictual student–teacher relationships were positively associated with passive bystanding and with extrinsic motivation to defend victims. Different forms of motivation to defend were found to be mediators between student–teacher relationship qualities and bystander behaviors in school bullying. Our findings suggest that teachers should build warm and caring student–teacher relationships to enhance students' autonomous motivation to defend victims of bullying as well as their inclination to defend the victims in practice.     

The interplay of parental support,parental pressure and test anxiety – Gender differences in adolescents

This study examined gender-specific relationships between adolescents' perceptions of school-related support/pressure from their parents and test anxiety. A sample of German students (N = 845; M_age = 15.32; SD = .49) completed questionnaires that measured their perceived parental support/pressure (for mother and father separately) as well as the four main components of test anxiety (worry, interference, lack of confidence, and emotionality). Gender-specific relations were identified using multigroup structural equation modeling: For girls, perceived maternal pressure was positively associated with emotionality and interference; for boys, perceived father pressure and father support were positively associated with interference and worry, respectively. For both genders, perceived mother pressure and support were related to lack of confidence. Our findings suggest that adolescents' perceptions of maternal attitudes are associated with students' self-confidence irrespective of the child's gender, whereas the remaining facets of test anxiety follow same-sex trajectories between perceived parental attitudes and adolescents' test anxiety.     

Children's sleep problems are associated with poorer student–teacher relationship quality

ObjectiveChildren's sleep problems are associated with poorer student functioning in the school environment, including impairment in peer relationships; yet, no studies have examined sleep functioning in relation to the student–teacher relationship. The objective of this study was to examine whether child-rated total sleep problems or specific sleep problem domains (bedtime problems, nighttime problems, or daytime sleepiness) were associated with teacher-rated student–teacher closeness and conflict after controlling for student mental health symptoms known to be associated with both greater sleep problems and poorer student–teacher relationship quality. The study also examined whether age moderated the relation between sleep problems and student–teacher relationship quality.ParticipantsParticipants were 175 children (81 boys and 94 girls) in the first to sixth grades (age = 6–13 years) and their teachers.MethodsChildren completed the Sleep Self-Report. Teachers completed a measure of student mental health symptoms (ie, attention-deficit/hyperactivity disorder, oppositional defiant disorder, conduct disorder, and anxiety/depression) and a measure of their relational closeness and conflict with each student.ResultsTotal sleep problems were associated with greater student–teacher conflict, after controlling for child mental health symptoms and demographic factors. This association was moderated by age such that sleep problems were associated with conflict for younger children but not older children. Notably, daytime sleepiness specifically was associated with less student–teacher closeness.ConclusionsThis is the first study to demonstrate a relation between student sleep functioning and the student–teacher relationship. Results of the study suggest that sleep may be an important component of school-based screening and evaluation efforts, as sleep is an important malleable factor related to school success.     

Factors that support high school completion: A longitudinal examination of quality teacher-student relationships and intentions to graduate

IntroductionStage-environment fit theory (SEF) posits that students leave school when their environments do not meet their needs. Quality teacher-student relationships (QTSRs) are a critical element of students’ environments. Moreover, QTSRs help students internalize positive intentions to graduate. QTSRs and intentions to graduate have both been identified as separate determinants of high school completion. These factors may also form a longitudinal socio-motivational process that supports graduation. However, few studies have examined such processes.MethodsThis investigation examined data from N = 4691 Australian secondary students (43% female) included in the Longitudinal Survey of Australian Youth (LSAY) 2009 cohort. Participants were in grade 10 at Time 1 (M_age = 15.74; SD = 0.28), with a total of four annual time points examined. Longitudinal probit regression was used to examine the extent to which grade 10 QTSRs predicted students’ intentions to graduate (in grades 10 and 11), and QTSRs and intentions to graduate predicted high school completion. Multi-class analysis and indirect effects testing were also conducted.ResultsGrade 10 QTSRs are positively associated with grade 10 intentions to graduate and grade 11 intentions to graduate (beyond the effects of grade 10 intentions to graduate). QTSRs and intentions to graduate were also positively associated with increased chances of high school completion. QTSRs were found to play a stronger role for low-achieving students over time.ConclusionsOverall, QTSRs and intentions to graduate appear to be significantly associated with intentions to graduate and high school completion, especially for low-achieving students. Intervention implications are signalled.     

Mediated effects of perceived discrimination on adolescent academic achievement: A test of four models

Many adolescents feel they are subjected to acts of discrimination. Research shows that discrimination is associated with adverse outcomes including poor psychological adjustment, school adjustment, and academic achievement. This study investigated alternative pathways through which discrimination affects adolescents' academic achievement. A sample of 244 Year 7–10 Australian secondary school students (65% male; M_age = 13.6 years; SD = 1.24) completed questionnaires measuring discrimination, psychological adjustment, and sense of school membership. Both at the time of questionnaire completion and one semester later, absenteeism data, teacher ratings of classroom behavior, and academic grades were retrieved from school records. The fit of four competing structural models were compared. In the best fitting model, the effects of prior discrimination on academic achievement one semester later were serially mediated, first through psychological adjustment, and then through school adjustment. By elucidating these mechanisms, the study informs theory and practice regarding the effects of discrimination on adolescents.     

The Urban Teaching Cohort: pre-service training to support mental health in urban schools

Abstract

Supporting students’ mental health needs is critical in high-poverty urban school districts where many students are at risk for mental health problems. Although teacher–student relationships are at the core of student mental health promotion in the classroom, many teacher preparation programmes do not adequately prepare pre-service teachers entering into urban teaching for the realities of urban teaching. Miami University’s Urban Teaching Cohort (UTC) is an innovative, community-based approach to preparing pre-service teachers for work in the field of urban teacher preparation. In this paper, we review research on the challenges impacting the mental health of urban youth, describe how these challenges connect to the work of urban teachers and discuss how urban teacher preparation can help teachers better support students’ mental health. We discuss the elements of the UTC programme and how this preparation approach can help teachers build relationships with urban students and their families, as well as understand their communities from an asset perspective, to create a positive classroom community that supports the mental health of all students. Preliminary qualitative data indicate student and community support for the programme and support the impact of the programme on relationships and teaching practices.     

Influences of peers,teachers, and climate on students' willingness to intervene when witnessing anti-transgender harassment

Transgender young people are at increased risk for bullying, harassment, and negative mental health and academic outcomes compared to the general population as well as compared to other members of lesbian, gay, bisexual, transgender, queer, questioning, and similarly identified (LGBTQQ) communities. To inform interventions to support transgender students, the present study investigates students' willingness to intervene when witnessing anti-transgender harassment, using data collected from a participatory action research project investigating school climate. Multi-step linear regression was used to test the impacts of hearing transphobic language and witnessing teachers and others students intervene, while controlling for demographics and school. Hostile climate negatively predicted intervention intentions while witnessing peer intervention positively predicted likelihood to intervene. Witnessing teacher intervention did not significantly predict the outcome. These findings suggest that youth-led interventions in peer networks might be effective in diminishing transphobic bullying and supporting the healthy development of transgender young people.     

Refinement of an Organizational Skills Intervention for Adolescents with ADHD for Implementation by School Mental Health Providers

The purpose of the study was to modify, test, and refine the Homework, Organization, and Planning Skills (HOPS) intervention for adolescents with ADHD for use by school mental health (SMH) providers. Ten SMH providers from three school districts implemented the HOPS intervention with 11 middle school students with ADHD. Parent and teacher ratings of materials organization and homework management were collected pre- and post-intervention and treatment fidelity was assessed. SMH providers and teachers participated in focus groups and provided feedback on ways to improve the feasibility and usability of the HOPS intervention. Students made large improvements in organizational skills (d = 1.8) and homework problems (d = 1.6) according to parent ratings; however, no improvements were observed on teacher ratings. Qualitative data generated from coding the focus groups and audio-recorded HOPS sessions were combined with the quantitative results to systematically refine the HOPS intervention for further evaluation of intervention effectiveness and disseminability.     

The life skills program IPSY: Positive influences on school bonding and prevention of substance misuse

The present study investigated whether a life skills program (LSP) for the prevention of adolescent substance misuse can have positive influences on a school context and on school bonding. The study also explored whether effects on alcohol use are mediated by positive effects on school bonding resulting from program participation. The LSP IPSY (Information + Psychosocial Competence = Protection) was implemented over a 3-year period via specially trained teachers. Analyses were based on a German evaluation study utilizing a quasi-experimental design (intervention/control) with school-wise assignment to the respective groups. Analyses were based on four measurement points (N = 952, 10 years at pre-test). Results indicated that IPSY was well implemented, highly accepted by teachers and students, and that teachers profited regarding their teaching methods. ANCOVAS revealed positive program effects on alcohol use and school bonding. Multiple regressions indicated that positive influences on school bonding following program participation partially mediated effects on alcohol use.     

Identification of emotional and behavioral problems by teachers in children with developmental coordination disorder in the school community

Current evidence on the co-occurrence of Developmental Coordination Disorder (DCD) and psychosocial problems mainly concerns parent-reported information, but rarely includes teacher information. The aim of this study was (1) to investigate the teachers’ identification of emotional and behavioral problems in children with DCD and (2) to examine the performance of the teacher version of the Strengths and Difficulties Questionnaire (SDQ-T) compared with the Teacher Report Form (TRF) in children with DCD. We assessed primary school children (202 boys, 200 girls, range 4–10.8 years, mean age 7.2 years) for DCD following the DSM IV-TR criteria. Emotional and behavioral problems were measured with the TRF (n = 327) and the SDQ-T (n = 361). DCD was established in 23 (5.7%) children, 16 boys and 7 girls (mean age 7.0 years). Children with DCD had a higher proportion of clinical scores on both the TRF Total Problem Scale (TRF TPS) and SDQ-T Total Difficulties Score (SDQ-T TDS). Children with DCD had increased odds on the TRF domains Thought (odds ratio, OR: 5.39), Externalizing (OR: 4.12) and Internalizing (OR: 4.42) problems, and on all SDQ-T-domains and Total Difficulties score (OR: 7.30). In the DCD group the SDQ-T TDS correlated strongly (Spearman's rho 0.80) with the TRF TPS and demonstrated a moderate agreement (Cohen's Kappa 0.53). In conclusion, teachers identified significantly more emotional and behavioral problems in children with DCD compared with their peers. The SDQ-T showed moderate agreement with the TRF in identifying emotional and behavioral problems in children with DCD.     

Bullying among immigrant and non-immigrant early adolescents: School- and student-level effects

We examined the association between school immigrant concentration and bullying among immigrant and non-immigrant early adolescents, and identified potential explanatory factors. First generation immigrant students had reduced odds of victimization and perpetration in schools with high (20–60%), compared to low, levels of immigrant concentration. Second generation immigrant students had reduced odds of ethnic/racial victimization in moderately concentrated schools; while non-immigrants had increased odds in the same schools. Non-white students had increased odds of ethnic/racial victimization compared to White students. While students' sense of school belonging and perceived teacher cultural sensitivity were negatively associated with bullying, they did not account for the differential associations noted above. Results demonstrate the importance of immigrant density as a protective school characteristic for immigrant and ethnic minority youth. Additional social processes operating in schools that may explain bullying behaviors among immigrant and non-immigrant youth should be explored to inform programs for promoting inclusion in schools.     

Impact of a modest delay in school start time in Hong Kong school adolescents

ObjectiveTo examine the effects of a modest delay (15 min) in school start time (SST) on adolescent sleep patterns, mood, and behaviors.MethodsTwo secondary schools in Hong Kong with a total of 1173 students (intervention: n = 617; comparison school n = 556) completed both baseline and follow-up questionnaires. School start time was delayed by 15 min, from 7:45 a.m. to 8:00 a.m., in the intervention school. The comparison school maintained their regular SST at 7:55 a.m. Students' sleep-wake patterns, daytime sleepiness, and mental and behavioral aspects were assessed by validated questionnaires before and after the intervention.ResultsStudents in the intervention school significantly delayed their weekday wake-up time (p < 0.001) and increased their total time in bed (p < 0.001) when compared to students in the comparison school. Both groups experienced a delay in their weekday bedtime. The students in the intervention school showed improved mental health [General Health Questionnaire (GHQ) score, p = 0.015], better prosocial behaviors (p = 0.009), better peer relationships (p < 0.001), greater attentiveness (p < 0.001), less emotional problems (p = 0.002), and less behavioral difficulties (p < 0.001) as measured by Strengths and Difficulties Questionnaire (SDQ).ConclusionsA modest delay (15 min) in school start time can increase adolescent sleep with corresponding improvement in mood and behaviors. Current findings have significant implications for education policy, suggesting that school administrators and policy makers should systematically consider delaying school start time to promote sleep and health among school-aged adolescents.Clinical trial registrationChiCTR-TRC-12002798. The trial protocol can be accessed at: http://www.chictr.org/en/proj/show.aspx?proj=3955.