Abstract
The current study explored the relationship between school climate perceptions and self-reported mental health among 415 high
school students. Mental health was defined comprehensively via indicators of positive functioning (life satisfaction) and
psychopathology (internalizing and externalizing problems). Regression analyses indicated that students’ perceptions of six
dimensions of school climate (sharing of resources, order and discipline, parent involvement, school building appearance,
student interpersonal relations, and student–teacher relations) accounted for a total of 15–22 % of the variance in indicators
of their mental health, above and beyond between-school differences in outcomes. Bivariate links emerged between positive
perceptions of each school climate dimension and better mental health. Parent involvement was the most consistent unique predictor
of mental health. Worse perceptions of the peer interpersonal relations, equal sharing of school resources, and physical appearance
of one’s school building uniquely predicted greater psychopathology (externalizing and internalizing problems, respectively),
whereas teacher–student relations were particularly associated with wellness (among girls only). Across indicators, school
climate was more highly associated with girls’ mental health. Directions for future research and implications for educators
are discussed.
school students. Mental health was defined comprehensively via indicators of positive functioning (life satisfaction) and
psychopathology (internalizing and externalizing problems). Regression analyses indicated that students’ perceptions of six
dimensions of school climate (sharing of resources, order and discipline, parent involvement, school building appearance,
student interpersonal relations, and student–teacher relations) accounted for a total of 15–22 % of the variance in indicators
of their mental health, above and beyond between-school differences in outcomes. Bivariate links emerged between positive
perceptions of each school climate dimension and better mental health. Parent involvement was the most consistent unique predictor
of mental health. Worse perceptions of the peer interpersonal relations, equal sharing of school resources, and physical appearance
of one’s school building uniquely predicted greater psychopathology (externalizing and internalizing problems, respectively),
whereas teacher–student relations were particularly associated with wellness (among girls only). Across indicators, school
climate was more highly associated with girls’ mental health. Directions for future research and implications for educators
are discussed.
- Content Type Journal Article
- Category Original Paper
- Pages 69-80
- DOI 10.1007/s12310-012-9073-1
- Authors
- Shannon M. Suldo, Department of Psychological and Social Foundations, University of South Florida, 4202 East Fowler Avenue, EDU 105, Tampa, FL 33620, USA
- Melanie M. McMahan, Department of Psychological and Social Foundations, University of South Florida, 4202 East Fowler Avenue, EDU 105, Tampa, FL 33620, USA
- Ashley M. Chappel, Department of Psychological and Social Foundations, University of South Florida, 4202 East Fowler Avenue, EDU 105, Tampa, FL 33620, USA
- Troy Loker, Department of Psychological and Social Foundations, University of South Florida, 4202 East Fowler Avenue, EDU 105, Tampa, FL 33620, USA
- Journal School Mental Health
- Online ISSN 1866-2633
- Print ISSN 1866-2625
- Journal Volume Volume 4
- Journal Issue Volume 4, Number 2