A Prospective Study Investigating the Links Among Classroom Environment, School Connectedness, and Depressive Symptoms in Adolescents

Abstract

School connectedness and classroom environment have both been strongly linked to depressive symptoms, but their interrelation is unclear. We tested whether school connectedness mediated the link between classroom environment and depressive symptoms. A sample of 504 Australian seventh‐ and eighth‐grade students completed the Classroom Environment Scale, Psychological Sense of School Membership scale, and Children's Depression Inventory, at three time points. Together, the classroom environment and school connectedness accounted for 41% to 45% of variance in concurrent depressive symptoms, and 14% of subsequent depressive symptoms with prior symptoms accounted for. Only a partial mediation was found, with both classroom environment and school connectedness continuing to contribute uniquely to the prediction of concurrent and subsequent depressive symptoms. These findings provide additional support for the idea that school‐based pathways to depressive symptoms are a complex interplay between environment and individual difference variables, necessitating individual and environmental school‐based interventions.

School Belonging, Ethnic Identity, and Psychological Adjustment Among Ethnic Minority College Students

“…While recent research suggests that school belonging as measured by the PSSM is a multidimensional construct, across studies there is not consistency in the factor structure supported (e.g., Ye & Wallace, 2014;You, Ritchey, Furlong, Shochet, & Boman, 2011). Thus, like most research using the PSSM (e.g., Cham et al, 2014;Shochet & Smith, 2014), this study continued to conceptualize school belonging as a single dimension in our analyses.…”

Conceptualizing and Measuring Safe, Stable, Nurturing Relationships and Environments in Educational Settings

“…For example, the U.S. Department of Education’s Safe and Supportive Schools model promotes emotional and physical safety (including bullying prevention, drug-free environments, and emergency preparedness) as key components of healthy schools (National Center on Safe Supportive Learning Environments, 2015). Research suggests that increased school connectedness, school safety, and school support are associated with decreased risks of school victimization and school violence perpetration (Estrada, Gilreath, Astor & Benbenishty, 2013), as well as increased academic performance (Estell & Perdue, 2013; Garcia-Reid, Peterson & Reid, 2015; Murray, 2009), improved well-being (Shochet & Smith, 2014), and more seamless transitions to adulthood (Monahan et al, 2010). Substantial research suggests the likelihood of student victimization decreases when middle school students feel safe, connected and supported by an adult or adults within their school (Benbenishty & Astor, 2005; Cornell & Mayer, 2010; Estrada, Gilreath, Astor & Benbenishty, 2013; Jimerson & Furlong, 2006; Mayer & Furlong, 2010; Swearer et al, 2010).…”

Social connectedness, life satisfaction and school engagement: moderating role of ethnic minority status on resilience processes of Roma youth

“…Another potential reason is the school climate. Earlier research indicates that aspects of school climate such as adolescent-adult relationships, quality of the school, available infrastructure and opportunity for adolescents to participate in the day-to-day running of the school affairs have an impact of the extent to which adolescents may feel connected to their school (Shochet & Smith, 2014;Waters, Cross, & Runions, 2009;Wilson, 2004). The uniCEF (2011) position paper on education among Roma, noted that Roma children are more likely to be segregated in classrooms, and to be placed in rundown settings.…”