Adolescents in Transition: School and Family Characteristics in the Development of Violent Behaviors Entering High School

Abstract

Adolescents are vulnerable to becoming involved in problematic behaviors, disengaging academically, and dropping out of school. This study was designed to evaluate the protective role of self-perceived school attachment and family involvement on the development of these negative behaviors during adolescence. The Social and Health Assessment (SAHA) survey was conducted among 652 predominantly minority, inner-city adolescents during their transition from middle to high school in order to examine school attachment, perceived teacher support, parental control, and exposure to community violence as predictors of engagement in violent activities, development of aggressive beliefs, perception of school climate, and academic motivation one year later. Family and school factors appeared to be differentially associated with the negative outcomes. School attachment was associated with lower levels of violent delinquency and aggressive beliefs, as well as with academic motivation. Perceived teacher support was associated with positive perceptions of school climate and with academic motivation. Parental control was associated with lower levels of violent activity and with higher levels of academic motivation. Violence exposure was related to violent delinquency and negative perception of school climate. School attachment, teacher support, parental control, and violence exposure must all be incorporated into school reform efforts intended to break the inner city cycle of violence.

Transition Between Primary and Secondary School: Why it is Important and How it can be Supported

“…In addition, there are significant changes in the peer group with concerns about social acceptance often causing a loss of self-esteem, falls in academic performance and rising anxiety and depression levels (Akos, 2006;Frey, Ruchkin, Martin & Schwab-Stone, 2009;Marsten, 2008).…”

“…As a result, they may become disengaged, with the potential of dropping out of school altogether. This is a significant problem, as early school leaving jeopardises future career and employment opportunities and life chances (Darmody, 2008;Frey, 2009).…”

“…On the other hand, students' positive perceptions of school climate and academic motivation were linked to teacher support. The parents' influence and control were connected to lower levels of violence and higher levels of academic motivation for students (Frey, Ruchkin, Martin & Schwab-Stone, 2009). In addition to destructive behaviour, transition is also a heightened time for bullying as the social hierarchy is reshuffled and students jockey for social positions.…”

School Alienation: A Construct Validation Study

“…There is a strong likelihood that adolescents who are alienated from school will not accomplish their basic educational goals (Archambault, Janosz, Fallu, & Pagani, 2009a). As a result, alienated students leave school with numerous negative experiences, including deviant behaviors, difficulties in fitting in, low participation in school activities, depression, running away, early sexual activity, conflicts with families, school withdrawal, limited education, failed attachment to school, or a lack of interest in further academic qualification (Brown, Higgins, & Paulsen, 2003a;Farrow, 1991;Frey, Ruchkin, Martin, & Schwab-Stone, 2009;Hascher & Hagenauer, 2010;Tarquin & Cook-Cottone 2008). School alienation can therefore lead to a process of exclusion from a society that is increasingly based on learning.…”

Group Climate and Empathy in a Sample of Incarcerated Boys

“…Because the prefrontal cortex is still underdeveloped in adolescents, this 'fast lane' is especially a feature of the adolescent brain (Blakemore, 2008;Crone & Westenberg, 2009). This is possibly why adolescents are even more sensitive to their social environment than adults are (Frey, Ruchkin, Martin, & Schwab-Stone, 2009). …”