School Connectedness for Students with Disabilities

Cumming, Therese M.; Marsh, Robbie J.; Higgins, Kyle

doi:10.4324/9781315112930

Cited by 16 publications

(41 citation statements)

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“…However, like Baker et al (2003), they did not focus on the intersection of disability and gender in moderating school satisfaction. By contrast, Cumming et al (2017) and Marsh (2018) provide discussion on a number of issues directly related to school connectedness and disability. See also Vaz et al (2015) who discuss competence theories in relation to school belonging and disability, and Schwab et al (2018) who discuss inclusion climate in classrooms.…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

“…With a specific focus on disability, Vaz et al (2015) discussed competence theories in the context of school belonging. Cumming, Marsh, and Higgins (2017) and Marsh (2018) outlined issues relating to disability and school connectedness. See also Schwab, Sharma, and Loreman (2018) regarding inclusion climate and Allodi (2010) regarding social climate in mixed-ability classrooms.…”

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confidence: 99%

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Type of disability, gender, and age affect school satisfaction: Findings from the UK Millennium Cohort Study

Arciuli

Emerson

2020

Brit J of Edu Psychol

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Background. Self-reported school satisfaction is an important indicator of child and adolescent well-being. Few studies have examined how disability, gender, and age affect school satisfaction. Aim. We sought to determine whether the interaction between disability and gender with regard to self-reported school satisfaction might be specific to particular types of disability and particular ages. Methods. We undertook secondary analysis of Waves 5 and 6 of the UK's Millennium Cohort Study (MCS), a nationally representative sample of children born 2000-2002. MCS is the fourth in the series of British birth cohort studies. Result. At 11 years of age (n = 12,207), school satisfaction was significantly higher for girls and those without disabilities. By contrast, at 14 (n = 10,933), school satisfaction was significantly higher for boys and those without disabilities. Subsequent analyses of gender moderation of the association between disability and school satisfaction revealed a significant interaction between gender and disabilities associated with mental health and with dexterity, respectively, at 14 years but not at age 11. Conclusion. These findings will inform future research endeavours, policy, and practice in psychology, education, and other areas associated with child development and disability. One important indicator of child and adolescent well-being is school satisfaction. A seminal national study conducted in the United States stated 'Of the constellation of forces that influence adolescent health-risk behaviour, the most fundamental are the social contexts in which adolescents are embedded; the family and school contexts are among the most critical' (Resnick et al., 1997, p. 823). This has been reiterated numerous times in the literature including a recent report from the World Health Organization study of Health Behaviour in School-aged Children (HBSC) which states that liking school serves as a 'protective factor against health-compromising behaviors' whereas not liking school 'is associated with health-risk behaviors, low self-rated health and increased somatic and This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.

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Section: Limitations and Future Directionsmentioning

confidence: 99%

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confidence: 99%

Type of disability, gender, and age affect school satisfaction: Findings from the UK Millennium Cohort Study

Arciuli

Emerson

2020

Brit J of Edu Psychol

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“…An argument can be made that school-based services that integrate mental health services can positively impact mental health issues in adulthood (Atkins et al, 2010; Marsh, 2016; Mental Health America, 2015). It is estimated that students with disabilities who receive services early for mental health issues have the lowest rates of problematic outcomes and the highest levels of positive school-related outcomes (e.g., increased school connectedness, better decision-making and problem-solving skills, lower rates of suicide ideations and attempts; Cumming et al, 2018; McGorry & Purcell, 2009). However, students with disabilities who experience school-related problems because of mental health issues, who do not receive services are at an increased risk for dropping out of school, being expelled from school, and engaging in health risk behavior (e.g., aggression toward others, substance abuse, self-harm, delinquency; Cumming et al, 2018; Edmonds-Cady & Hock, 2008).…”

mentioning

confidence: 99%

“…It is estimated that students with disabilities who receive services early for mental health issues have the lowest rates of problematic outcomes and the highest levels of positive school-related outcomes (e.g., increased school connectedness, better decision-making and problem-solving skills, lower rates of suicide ideations and attempts; Cumming et al, 2018; McGorry & Purcell, 2009). However, students with disabilities who experience school-related problems because of mental health issues, who do not receive services are at an increased risk for dropping out of school, being expelled from school, and engaging in health risk behavior (e.g., aggression toward others, substance abuse, self-harm, delinquency; Cumming et al, 2018; Edmonds-Cady & Hock, 2008). This is particularly problematic as social isolation only heightens the risk of developing chronic mental health issues through adulthood (Kauffman & Badar, 2018).…”

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confidence: 99%

Mental Health in Schools: An Overview of Multitiered Systems of Support

Marsh

Mathur

2020

Intervention in School and Clinic

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Mental health–related disabilities are a leading cause of health issues worldwide. Because of this, an argument can be made that schools integrate mental health services for their students to positively impact their mental health outcomes. This article outlines how multitiered systems of support (MTSS) can assist schools in providing all students with mental health services including students with disabilities. The role of school-based mental health professionals (i.e., school counselor, school psychologist, school social worker) within the MTSS framework is discussed to better assist teachers in helping their students access school-based mental health services.

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“…Theoretical components of parent empowerment educational system (e.g., the school, educators, administrators;Cumming et al, 2018).…”

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confidence: 99%