The Effect of the School Environment on the Emotional Health of Adolescents: A Systematic Review

Kidger, Judi; Araya, Ricardo; Donovan, Jenny; Gunnell, David

doi:10.1542/peds.2011-2248

Cited by 223 publications

(206 citation statements)

References 85 publications

(74 reference statements)

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“…An unconditional multilevel model indicated that depressive symptoms varied significantly at the individual and school levels, although the proportion of total variation observed at the school level was fairly modest (intraclass correlation 1 = 3.3%). This is consistent with previous studies 17 and does not preclude explaining school-level variation in depressive symptoms by relevant level-2 factors. Table 2 shows the results of longitudinal multilevel models examining the association between school socioeducational environment in grade 8 and student depressive symptoms in grades 10 to 11.…”

Section: Discussionsupporting

confidence: 93%

“…Although we found relatively modest school-level variation in depressive symptoms (intraclass correlation = 3.3%) consistent with estimates reported in previous studies, 17 school socioeducational environment emerged as the strongest predictor of this variation beyond multiple school and individual factors, including previous depressive symptoms.…”

Section: Discussionsupporting

confidence: 91%

“…24 Adolescents who feel connected to their school tend to have better peer relationships, motivation, and achievement, 43 and have been repeatedly found to be at reduced risk of emotional problems, including depressive symptomatology. 15,17,44 Alternatively, school socioeducational environments may influence the development of depressive symptoms in students via stressful life events. Schools with a poorer socioeducational environment can be the source of a variety of stressors consistently linked to depressive symptoms, including interpersonal stress, academic stress, and high-intensity adverse events.…”

Section: Discussionmentioning

confidence: 99%

“…10,12,13 Consistent with this idea, positive aspects of school socioeducational environments, such as good student-student and student-teacher relationships, teacher support, student connectedness, and classroom management practices, have been reported to reduce the risk of depressive symptomatology in students. [14][15][16][17] However, evidence regarding the association between school socioeducational environment and student depressive symptomatology is limited in several ways. 17 Most importantly, the large majority of studies have only examined the way students perceive their school environments in single-level designs.…”

mentioning

confidence: 99%

“…[14][15][16][17] However, evidence regarding the association between school socioeducational environment and student depressive symptomatology is limited in several ways. 17 Most importantly, the large majority of studies have only examined the way students perceive their school environments in single-level designs. This makes it impossible to determine whether the associations reported in these studies should be attributed to student perceptions, school characteristics, or both.…”

mentioning

confidence: 99%

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School Environment and Adolescent Depressive Symptoms: A Multilevel Longitudinal Study

et al. 2013

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WHAT'S KNOWN ON THIS SUBJECT: Research indicates that adolescents who perceive their school to have a positive socioeducational environment are at reduced risk of developing depressive symptoms. However, there is limited evidence that school environments can influence adolescent emotional health independently from individual perceptions. WHAT THIS STUDY ADDS:This multilevel longitudinal study shows that better school socioeducational environments, as assessed at the school level, reduce the prospective risk of depressive symptoms in adolescents. This association is shown to be independent from confounders and stronger in girls than boys. abstract OBJECTIVE: It remains unclear whether school environments can influence the emotional health of adolescents. In this large-scale prospective study, we use multilevel modeling to examine whether the school socioeducational environment contributes to the risk of developing depressive symptoms in secondary school students. METHODS:As part of a longitudinal study on school success in disadvantaged communities, 5262 adolescents from 71 secondary schools were followed annually. Socioeducational environment was assessed by a composite measure of social climate, learning opportunities, fairness and clarity of rules, and safety. Depressive symptoms were evaluated by using the Center for Epidemiologic Studies Depression scale. Multilevel regressions tested the association between school socioeducational environment in grade 8 and depressive symptoms in grades 10 to 11, adjusting for previous depressive symptoms in grade 7 and potential confounders at the individual and school levels. RESULTS:Modest but significant variation in depressive symptoms was found between schools (intraclass correlation = 3.3%). School-level socioeducational environment in grade 8 was predictive of student depressive symptoms in grades 10 to 11, even after adjusting for potential school and individual confounders. This association was slightly stronger for girls. Student perceptions of school socioeducational environment were also predictive of depressive symptoms. Other schoollevel factors, including school size, were not predictive of depressive symptoms once socioeducational environment was taken into account. CONCLUSIONS:Adolescents who attend a secondary school with a better socioeducational environment are at reduced risk of developing depressive symptoms. School environments appear to have a greater influence on risk in adolescent girls than boys. Pediatrics 2013;131:e702-e708 AUTHORS:

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Section: Discussionsupporting

confidence: 93%

Section: Discussionsupporting

confidence: 91%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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School Environment and Adolescent Depressive Symptoms: A Multilevel Longitudinal Study

et al. 2013

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The WHO Health Promoting School framework for improving the health and well-being of students and their academic achievement

Langford

Bonell

Jones

et al. 2014

Cochrane Database of Systematic Reviews

529

608

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BackgroundThe World Health Organization's (WHO's) Health Promoting Schools (HPS) framework is an holistic, settings-based approach to promoting health and educational attainment in school. The effectiveness of this approach has not been previously rigorously reviewed. ObjectivesTo assess the effectiveness of the Health Promoting Schools (HPS) framework in improving the health and well-being of students and their academic achievement.

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Examining the moderating effects of school factors on sense of acceptance and mental health: A multilevel analysis

Yanagi

2023

Child Abuse Review

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Children who feel unaccepted by their mothers tend to have poor mental health. Although school factors (social support from homeroom or from teachers and friends, as well as classroom satisfaction) can protect students, few studies have examined these factors at the classroom level. Understanding the relationships between sense of acceptance, school factors and mental health may help students. This study, conducted in Japan, examines how sense of acceptance at the student level and school factors at the student and classroom levels affect the mental health variables of depression, loneliness, subjective happiness and emotional wellbeing. In total, 1470 Japanese school students (8–15 years old) from 68 classes participated. Multilevel analysis was conducted at the student and classroom levels. At the classroom level, social support from friends was associated with lower depression and loneliness and higher emotional wellbeing (p < 0.01). A positive classroom climate moderated the relationships of sense of acceptance with depression, loneliness, subjective happiness and emotional wellbeing (p < 0.05). Social support from friends at the classroom level and positive classroom climate at the student level serve as protective factors for students who feel unaccepted by their mothers. More activities boosting classroom student interactions would benefit such students.

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The Effect of the School Environment on the Emotional Health of Adolescents: A Systematic Review

Cited by 223 publications

References 85 publications

School Environment and Adolescent Depressive Symptoms: A Multilevel Longitudinal Study

School Environment and Adolescent Depressive Symptoms: A Multilevel Longitudinal Study

The WHO Health Promoting School framework for improving the health and well-being of students and their academic achievement

Examining the moderating effects of school factors on sense of acceptance and mental health: A multilevel analysis

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