School climate and parental involvement buffer the risk of peer victimization on suicidal thoughts and behaviors among Asian American middle school students.

Abstract

Suicide is the second leading cause of death among Asian American youth. Few studies have examined the risk and protective factors for suicidal thoughts and behaviors (STB) for Asian American middle school students. This study used data from the Georgia Student Health Survey 2.0 to examine the relationship between individual (gender, grade level, substance use, mental health difficulties, face-to-face victimization, and cyber victimization), school (school climate, racial diversity at school, school size, student-teacher ratio, and socioeconomic status), and familial (parental involvement) predictors of STB among 12,511 Asian American middle school students from 510 schools (50.1% girls). Results showed that both face-to-face and cyber victimization predicted higher levels of STB. Positive school climate at the individual level buffered the relationship between face-to-face victimization and STB, whereas positive school climate at the school level buffered the relationship between cyber victimization and STB. Gender was also a significant moderator of these relationships. Specifically, both types of peer victimization predicted more STB for girls than for boys. Parental involvement mitigated the relationship between face-to-face victimization and STB for girls. Positive school climate at the individual level buffered the relationship between cyber victimization and STB for boys. Findings highlight the importance of school climate, parental involvement, and gender differences in STB among Asian American students. What is the public significance of this article?This study suggests that peer victimization (both face-to-face and cyber), negative school climate, and lack of parental involvement predicted more suicidal thoughts and behaviors among Asian American middle school students. Positive school climate may buffer the negative impact of victimization on suicide. Parental involvement may buffer the impact of face-to-face victimization on suicide for girls. It is important to promote positive school climate and parental involvement, reduce bullying, and consider gender differences to reduce suicide.

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

“…Since eliminating victimization is a common goal among schools, it is important to identify moderators that may buffer its negative impact on youth mental health. School climate has been suggested as such a variable that may mitigate these effects (Konishi et al, 2017;Wang, La Salle, Wu, Do, & Sullivan, 2018). Consistent with Bronfenbrenner's ecological systems theory (1977), school climate has been found to buffer the detrimental relationship between victimization and suicidal thoughts and behavior among Asian American middle school students .…”

“…In recent decades, China has experienced dramatic social and economic changes resulting in increased divorce rates, larger income gaps, and more migrant children attending schools in cities. Children from these diverse and disadvantaged backgrounds (e.g., lower income, divorced families) may be marginalized at school and perceived as different (Wang, Ni, Ding, & Yi, 2015). School psychologists and teachers should hold class meetings to discuss how to accept and appreciate individual differences among peers in order to promote respect towards diversity and reduce bullying.…”

“…School staff should also foster positive psychology traits among students, such as gratitude and optimism, in addition to preventing mental illness. Because many Chinese school psychological service providers teach mental health classes, they should incorporate school climate interventions and positive psychology interventions into those classes (Wang et al, 2015). They can engage students in class meetings to identify the best way to foster positive school climate and discuss difficult topics related to bullying, such as dominance and popularity (Wang et al, 2013).…”

Bullying among Teens: Are Ethnicity and Race Risk Factors for Victimization? A Bibliometric Research

“…Starting from this complex social paradigm in which harassment has emerged as a problem of capital importance, in the scientific literature it has been possible to find some possible answers to counter this type of violence. Among these proposals are the enhancement of empathy with colleagues who suffer harassment [29], tutorial action [32], the dignification of teaching [28], and parental involvement [30,31].…”

“…Another element is the expression of empathy of students with harassed classmates [28]. The school climate and parental involvement mitigate the effects of bullying [29], and even the control they can exert over their children [30]. Another element of vital importance is peer tutoring, which allows for predicting the decrease of intimidation, victimization, struggle, and anger [31].…”