ERIC Number: EJ1350935
Record Type: Journal
Publication Date: 2022-Nov
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0033-3085
EISSN: EISSN-1520-6807
Boarding Students' Perceptions of School Climate and Well-Being across Gender and Sexual Orientation
Fredrick, Stephanie S.; McClemont, Abbey J.; Traudt, Stephanie; Kern, Michael
Psychology in the Schools, v59 n11 p2300-2316 Nov 2022
The unique residential context found within boarding schools may have important implications for students' perceptions of school climate and, in turn, may impact their social-emotional well-being. However, there is limited research on the relations between school climate and boarding students social-emotional well-being. This study intended to address this gap by investigating relations between student perceptions of school climate (i.e., engagement, safety, and environment) and social-emotional problems (i.e., emotional problems, conduct problems, hyperactive/inattentive symptoms, and peer problems) across gender and sexual orientation. A sample of 309 boarding students (60% female, 36% sexual minority) was surveyed. Results indicate significant negative relations between school safety and conduct problems and peer problems, and between school environment and hyperactivity/inattention. Findings also revealed differences across gender and sexual orientation among these relations. Further research is needed with larger and more diverse samples of boarding students.
Descriptors: Boarding Schools, Student Attitudes, Educational Environment, Well Being, Gender Differences, Sexual Orientation, Learner Engagement, Emotional Problems, Behavior Problems, Hyperactivity, Attention, Symptoms (Individual Disorders), Peer Relationship, School Safety
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A