Parent, Child, and Teacher Reports of School Climate as Predictors of Peer Victimization, Internalizing and Externalizing in Elementary School

Abstract

In this study, we assessed the stability over time of child, parent, and teacher reports of school climate using one widely used assessment that provides forms for child, parents, and teachers: the School Development Program-School Climate Surveys. To assess whether measures of school climate from multiple informants differentially predict child outcomes, we examined concurrent and predictive associations of each of these sources of data with children's peer victimization (child report) and internalizing and externalizing problems (parent and teacher reports). Participants included 1237 elementary school children and their parents (n = 1082), and teachers (n = 964). Data were collected in the fall and spring across two academic years (4 waves of data). Confirmatory factor analyses showed that the sub-dimensions for each informant version of the scales adequately fit a single factor model that was invariant over time and for child sex. Differences in informant source were important in predicting child outcomes. Implications for targets for improving school climate are discussed.

School climate, victimization, and mental health outcomes among elementary school students in China

“…Consistent with social control theory and Bronfenbrenner's ecological systems theory, several studies have found that positive school climate is related to positive youth outcomes, such as better academic achievement (Wang et al, 2014;Yu & Ge, 2010), less mental health difficulties (Leadbeater, Sukhawathanakul, Thompson, & Holfeld, 2015), and less peer victimization (Espelage, Polanin, & Low, 2014;Gendron, Williams, & Guerra, 2011;Konishi, Miyazaki, Hymel, & Waterhouse, 2017;Lee & Song, 2012;Waasdorp, Pas, O'Brennan, & Bradshaw, 2011). Using longitudinal data, researchers have also found that student perceptions of school climate predicted the decrease in victimization over time in Western countries, such as Canada and Australia (Leadbeater et al, 2015;Turner, Reynolds, Lee, Subasic, & Bromhead (2014).…”

“…Using longitudinal data, researchers have also found that student perceptions of school climate predicted the decrease in victimization over time in Western countries, such as Canada and Australia (Leadbeater et al, 2015;Turner, Reynolds, Lee, Subasic, & Bromhead (2014). Student perceptions of school climate also predicted later declines in internalizing symptoms in Western countries (Leadbeater et al, 2015;Way et al, 2007). However, less is known about these relationships among Chinese students.…”

Measuring School Climate among Japanese Students—Development of the Japan School Climate Inventory (JaSC)

“…Bear et al [15] demonstrated measurement invariance across three grade levels (elementary, middle and high school), racial-ethnic groups and gender. Leadbeater et al [34] also showed that a single factor model was invariant over time and for child sex. In this study, we also confirmed that the factor structure, factor loadings and thresholds were invariant across sex and grade level.…”

“…Bear et al [15], however, found that all items of the scale they developed was explained by one general construct of "school climate." More recently, Leadbeater et al [34] showed that the sub-dimensions for the existing scale [35] adequately fitted a single factor model. In this study, the JaSC was best explained by a single-factor model with all items loaded on the construct of "school climate."…”

Vers une conception théorique multidimensionnelle du climat scolaire interculturel

“…De façon générale, la recherche suggère que le climat d'une école marque de manière significative l'expérience scolaire et le bien-être des acteurs qui la fréquentent (La Salle, 2018). La présence d'un « climat positif » au sein d'une école est ainsi associée à de nombreuses conséquences favorables chez les élèves, tant sur le plan de leur réussite scolaire, de leur engagement en classe et à l'école, de leur sentiment de sécurité, que de leur santé psychologique et de leur bien-être en général (Bradshaw, Koth, Thornton et Leaf, 2009 ;Konishi, Miyazaki, Hymel et Waterhouse, 2017 ;La Salle, George, McCoach, Polk et Evanovich, 2018 ;Leadbeater, Sukhawathanakul, Thompson et Holfeld, 2015 ;Wang, Boyanton, Ross, Liu, Sullivan et Do, 2018).…”