Suicidality in Black American Youth Living in Impoverished Neighborhoods: Is School Connectedness a Protective Factor?

Tomek, Sara; Burton, Shelby; Hooper, Lisa M.; Bolland, Anneliese C.; Bolland, John M.

doi:10.1007/s12310-017-9241-4

Cited by 24 publications

(43 citation statements)

References 31 publications

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“…School connectedness is also associated with less social rejection (e.g., feeling disliked) (Anderman, 2002), emotional distress (Oldfield et al, 2016(Oldfield et al, , 2018Resnick et al, 1997), anxiety (Foster et al, 2017;Pikulski et al, 2020), depression, (Foster et al, 2017;Jacobson & Rowe, 1999;Joyce & Early, 2014;Shochet & Smith, 2014), suicidal ideation (Foster et al, 2017;Langille et al, 2015;Tomek et al, 2018;Whitaker et al, 2016;Whitlock et al, 2014), and suicidal behaviors (Langille et al, 2015;Tomek et al, 2018;Whitlock et al, 2014). School connectedness has been linked to a lower likelihood of eating disorders among transgender youth (Watson et al, 2017).…”

Section: Mental Well-beingmentioning

confidence: 99%

Are U.S. schools places of community? Does it matter?

Grover¹,

Boberienė²,

Limber³

2021

American Journal of Orthopsychiatry

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To what extent are American schools places of community? We review evidence based on safety, peer relations, teacher support, academic engagement, sense of fairness, liking and belonging to the school, student voice, and extracurricular activities, which are closely related to students' sense of community in schools. Underlying differences between students who do and do not feel part of their school community are considered. We also examine longitudinal studies that provide insight into how a sense of community shapes students long term, including educational academic outcomes, social and emotional competence, and physical and mental well-being. Finally, we highlight individual, classroom-level, and school-wide strategies that promote community by building positive relationships, providing engaging learning experiences, and maintaining social and emotional supports that allow students to thrive. Public Policy Relevance StatementSchools are places of community for many, but certainly not all students. Because the school community impacts students academically, emotionally, and behaviorally, improving the school community, especially for students and families at higher risk for disengagement, will benefit individuals, schools, and society. We encourage teachers and administrators to adopt policies and practices that promote positive relationships, provide student-centered learning experiences, and maintain social-emotional support, including self-care for students and school staff. aaa C ommunity refers not only to a territorial or geographic unit, but also to the quality of human relationships (McMillon & Chavis, 1986). Members of a community feel that they belong, that they matter to one another, and that their needs will be met through their commitment to each other (McMillon & Chavis, 1986).Schools themselves host a community, one that is foundational for most children in the United States. They also play an integral part This document is copyrighted by the American Psychological Association or one of its allied publishers.This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.

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Section: Mental Well-beingmentioning

confidence: 99%

Are U.S. schools places of community? Does it matter?

Grover¹,

Boberienė²,

Limber³

2021

American Journal of Orthopsychiatry

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“…The reported internal consistency of these measures across studies was above the recommended acceptable threshold of 0.70 except for some subscales or time points in measures used in 16 studies (Poteat and Espelage Dorothy, 2007 ; Prelow Hazel et al, 2007 ; Sun et al, 2013 ; Lam Un et al, 2015 ; Bolland Kathleen et al, 2016 ; Espelage Dorothy et al, 2016 ; Gnambs and Hanfstingl, 2016 ; Rose Chad et al, 2016 ; Thumann Barbara et al, 2016 ; Cowden Richard et al, 2018 ; Tomek et al, 2018 ; Ingram Katherine et al, 2019 ; Asanjarani and Arslan, 2020 ; Cardeli et al, 2020 ; Espelage et al, 2020 ; Ellinger et al, 2022 ). In three studies (Acosta et al, 2019 ; Wagle et al, 2021 ; Booker et al, 2022 ), McDonald's Omega was reported for the PSSM and the SCS and was found to be good (0.81–0.96).…”

Section: Resultsmentioning

confidence: 99%

Adolescent Connectedness: A Scoping Review of Available Measures and Their Psychometric Properties

et al. 2022

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IntroductionAdolescent connectedness, a key component of positive youth development, is associated with various positive health outcomes. Several measures have been developed to assess this construct. However, no study has summarized data on the existing measures of adolescent connectedness. We conducted this scoping review to fill this gap. We specifically aimed to: (i) identify the existing measures of adolescent connectedness, (ii) determine the most frequently used measures among the identified measures, and (iii) summarize the psychometric properties of these measures with a keen interest in highlighting their cross-cultural utility and validity.MethodsWe searched CINAHL, Embase, PsycInfo, PubMed, and Web of Science databases for relevant articles published since database inception to 7th February 2021. Our search structure contained the key words “Adolescents”, “Connectedness”, and “Measures”. We also searched Open Gray for potentially relevant gray literature.ResultsWe identified 335 measures from 960 eligible studies assessing various domains of adolescent connectedness, including school, family, community, peer, ethnic, racial, cultural, religious/spiritual, and self-connectedness. Most of the included studies (72.1%) were from North America and Europe. Most of the measures (n = 132, 39.4%) were measures of school connectedness among adolescents. Of the identified measures, 60 of them met our criteria of frequently used measures (i.e., the top five most used measures per domain of connectedness). These frequently used measures were used across 481 of the included studies with 400 of them reporting their psychometric properties. The reported reliability of these measures was adequate (Cronbach's alpha ≥ 0.70) in 89.8% of these studies. These measures also appeared to be valid in terms of their face, content, construct, criterion, convergent, discriminant, concurrent, predictive, measurement invariance, and cross-cultural validity.ConclusionsThere exists a wide array of measures of adolescent connectedness. Sixty of these measures have been frequently used across studies and appear to be reliable and/or valid. However, this evidence is mostly from North America and Europe. This is a reflection of the limitation of this review where only studies published in English were considered. It might also reflect the paucity of research in other regions of the world. More research is needed for clearer insights.

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“…Recent efforts to measure school connectedness include rating youths’ perceptions of inclusiveness, closeness, happiness, and safety at school (Eugene et al, 2021). Tomek et al (2018) asked youth to rate their level of agreement with statements such as “most students at school like me the way I am” and “there’s at least one teacher in my school I can talk to if I have a problem” (p. 5). Bersamin et al (2018) measured school connectedness using three subscales: (1) one measuring a caring relationship with a school-based adult; (2) one gauging students’ perception of expectations held by a school-based adult; and (3) one examining meaningful participation at school.…”

Section: What Is School Connectedness?mentioning

confidence: 99%

The Role of School Connectedness in Supporting the Health and Well-Being of Youth: Recommendations for School Nurses

et al. 2021

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The importance of students feeling connected in school cannot be overstated, as this perception is crucial to support their health and well-being. A lack of school connectedness can lead to adverse physical and mental health outcomes, including bully victimization. Numerous factors, including individual, social, and environmental, influence students’ perceived sense of school connectedness. School nurses are well positioned to establish and maintain school connectedness due to their knowledge, accessibility to students, and familiarity with the school environment. This article details the importance of school connectedness and describes the associations between school connectedness, bullying, and mental health. In addition, we offer recommendations geared toward school nurses regarding strengthening school connectedness and promoting a culture of care and inclusivity within school environments, especially salient in the context of the COVID-19 pandemic.

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Suicidality in Black American Youth Living in Impoverished Neighborhoods: Is School Connectedness a Protective Factor?

Cited by 24 publications

References 31 publications

Are U.S. schools places of community? Does it matter?

Are U.S. schools places of community? Does it matter?

Adolescent Connectedness: A Scoping Review of Available Measures and Their Psychometric Properties

The Role of School Connectedness in Supporting the Health and Well-Being of Youth: Recommendations for School Nurses

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