Impact of School-Based Interventions for Building School Belonging in Adolescence: a Systematic Review

Allen, Kelly‐Ann; Jamshidi, Negar; Berger, Emily; Reupert, Andrea; Wurf, Gerald; May, Fiona

doi:10.1007/s10648-021-09621-w

Cited by 43 publications

(29 citation statements)

References 66 publications

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“…School-based universal mental health programs to effectively foster students' sense of community and meaningful engagement are urgently needed. Research on promoting students' social well-being in a school context is limited, but strategies that promote school climate and school belonging provide evidence-supported possibilities (Allen et al, 2021). More research on understanding the determinants and predictors of social well-being is needed, particularly in light of current social events occurring after data collection, including political divisiveness and experiencing more social isolation due to a global COVID-19 pandemic.…”

Section: Implications and Future Researchmentioning

confidence: 99%

Heterogeneity Among Moderate Mental Health Students on the Mental Health Continuum-Short Form (MHC-SF)

Chan

Furlong

Nylund‐Gibson

et al. 2021

School Mental Health

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Measures of positive well-being are needed to support the shift away from a deficit-based approach to mental health. This study examined one measure, the Mental Health Continuum-Short Form (MHC-SF), as a measure of positive well-being used in school-based mental health monitoring efforts. This study used latent profile analysis (LPA) to explore the mental health classifications of 10,880 California high school students’ responses to MHC-SF emotional, psychological, and social well-being items. Five latent mental wellness profiles emerged, including two ordered profiles (i.e., High Well-Being and Low Well-Being) and three profiles spanning the two ordered profiles. The High Well-Being profile had the most favorable psychological adjustment, and the three moderate well-being range profiles had differentiated functioning. Informing the utility of the MHC-SF, this study also compared the MHC-SF categorical diagnostic criteria with the LPA’s empirical classification approach and found the two classification approaches to be congruent. The findings provide an impetus for educators to attend to students in moderate well-being ranges and emphasize promoting positive mental well-being as an essential component of school-based mental health services.

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Section: Implications and Future Researchmentioning

confidence: 99%

Heterogeneity Among Moderate Mental Health Students on the Mental Health Continuum-Short Form (MHC-SF)

Chan

Furlong

Nylund‐Gibson

et al. 2021

School Mental Health

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show abstract

“…This study also strongly affirms the importance of school belonging. Although this has been understood in the literature previously, at least through mostly cross-sectional and short-term studies, previous research has also identified that there are very few institution-level interventions for school belonging (Allen et al, 2022). Feeling like you do not belong has been identified as the largest known independent correlate of depression in adolescence (Parr et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

School belonging predicts whether an emerging adult will be not in education, employment, or training (NEET) after school.

Parker¹,

Allen²,

Parker³

et al. 2022

Journal of Educational Psychology

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Children who are excluded from school may end up being excluded from other social institutions. Yet little research has considered whether low school belonging is a risk factor for not being in education, employment, or training after graduation. Using two longitudinal cohorts from Australia (N = 14,082; 51% Boys), we explored this relationship. Controlling for a range of individual and school-level covariates, we found that low school belonging at age 15 is a consistent and practically significant predictor of not in education, employment, or training (NEET) status at ages 16 to 20. We conclude that this relationship is unlikely to be the product of low school belonging lowering the chances of students graduating high school. Rather, low school belonging had a unique association with NEET beyond graduation. Given that NEET represents a range of vulnerabilities, educational policy and practice must find ways for schools to create opportunities for all students to feel included, valued, and accepted.

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“…The remarkable and strong effects of school belonging and resilience imply that it is necessary to develop interventions focused on both school belonging and resilience for migrant children at risk of being bullied because the use of such interventions can be an effective strategy to prevent them from experiencing mental health problems. School belonging could be successfully improved by building students’ strengths and improving positive interactions between students and teachers and among students [ 88 ]. Resilience could be improved by adopting a whole-child approach [ 65 ] and focusing on developing programs that could build migrant children’s strength and enhance support from peers, teachers and parents.…”

Section: Discussionmentioning

confidence: 99%

Bullying Victimization and Mental Health among Migrant Children in Urban China: A Moderated Mediation Model of School Belonging and Resilience

Nie

Gao

Cui

2022

IJERPH

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School bullying victimization among children is a significant public health issue that may negatively influence their mental health. However, few studies have been conducted on the bullying of migrant children in urban China. A positive psychological perspective has rarely been adopted in examining the mechanisms through which bullying victimization influences mental health, and the protective factors remain understudied. This research investigates the factors that may contribute to reducing the negative effects of bullying victimization on mental health, focusing on the protective roles of school belonging and resilience in the association between bullying victimization and mental health. Data were collected from 1087 school-aged migrant children in Shanghai and Nanjing, China. The PROCESS macro was used to conduct moderated mediation analyses to test the hypothesized models. The results of moderated mediation modeling revealed that bullying victimization (β = −0.386, p < 0.001) was negatively linked with mental health through decreased school belonging (β = 0.398, p < 0.001). Moreover, resilience buffered the indirect negative effects of bullying victimization on migrant children’s mental health via school belonging (β = −0.460, p < 0.01). Specifically, lower resilience was clearly associated with stronger indirect effects. Our findings suggest that school belonging and resilience must be incorporated into mental health prevention and intervention programs targeting migrant children with bullying victimization experiences.

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Impact of School-Based Interventions for Building School Belonging in Adolescence: a Systematic Review

Cited by 43 publications

References 66 publications

Heterogeneity Among Moderate Mental Health Students on the Mental Health Continuum-Short Form (MHC-SF)

Heterogeneity Among Moderate Mental Health Students on the Mental Health Continuum-Short Form (MHC-SF)

School belonging predicts whether an emerging adult will be not in education, employment, or training (NEET) after school.

Bullying Victimization and Mental Health among Migrant Children in Urban China: A Moderated Mediation Model of School Belonging and Resilience

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