Adolescents With Chronic Medical Conditions and High School Completion: The Importance of Perceived School Belonging

Abstract

Students with chronic medical conditions often experience barriers to academic progress, including impact of disease and treatment, increased school absence, and altered expectations of teachers and parents. School belonging is an important element of academic success and can be promoted by positive relationships, structure, and support in the school environment. One aim of this study was to explore group differences in perceived school belonging and rate of on-time high school completion for students with chronic medical conditions as compared to their healthy peers. The second goal was to analyze relations between belonging, health status, and on-time completion of high school. Restricted data from Add Health was used to answer the study questions. Results showed that students with chronic medical conditions reported lower levels of perceived school belonging than their healthy peers (t (1056) = 3.69, p < .001, d = 0.23). Students with chronic medical conditions also attained lower levels of on-time high school graduation than their healthy peers (t (1056) = 2.60, p = .005, d = 0.16). Perceived school belonging had a different impact for students with chronic medical conditions than for those who had no health concerns. Each unit increase in belonging for students with health impairment was related to a 63% increased likelihood of on-time high school graduation (OR = 1.629, p = .003). School belonging is especially important for students living with chronic medical conditions. Finding ways to facilitate a stronger sense of school belonging may be a way to support desired academic outcomes.

Chronic Conditions and School Participation of First-Year University Students—HOUSE ULisbon Study

“…Regarding the variables associated with the school participation of students with CC, the results show that a greater impact of CC in terms of school participation is associated with the recent diagnosis, with people’s attitude towards CC and with the health condition as barriers, with more psychological symptoms and worse relationship with teachers and peers. The results obtained in this study are in line with the literature insofar as evidence points to the fact that CC is likely to affect students’ participation [ 22 ] which in turn affects their quality of life and psychosocial well-being [ 23 , 24 , 25 , 26 , 53 ].The physical, psychosocial, and organizational dimensions of the different school contexts influence the health and well-being of all its members. The physical and psychosocial characteristics of this environment are factors likely to affect students’ performance and school participation [ 37 ].…”

“…An environment characterized by greater support and respect among all school agents is commonly associated with greater involvement on the part of students, which consequently translates into better academic and psychosocial outcomes. The importance of academic involvement applies to all students; however, it is especially relevant for students with CC [ 22 ].…”

“…The transition to higher education is itself a phase of several changes and challenges (e.g., academic environment and expectations, interpersonal relationships/social support) that can become more complex when associated with the experience of a CC [ 11 , 15 , 17 , 18 , 19 , 20 , 21 ]. Students with CC tend to experience more academic difficulties compared to their peers, which can be reflected in the psychosocial results obtained later in adulthood [ 22 ]. The type of chronic health condition that exists influences the level of school participation and academic success.…”

“…The type of chronic health condition that exists influences the level of school participation and academic success. It is crucial to explore the protective and risk factors in these domains [ 22 , 23 ] since the school participation of students with CC can be reflected in their development and psychosocial well-being [ 23 , 24 , 25 , 26 ].…”

“…Young people with CC tend to experience several barriers to their participation and academic success, such as the impact of the disease itself, absenteeism, and the expectations of parents and teachers [ 22 ]. It is not only the management of the health condition-related physical aspects that pose barriers to students with CC.…”