NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1399638
Record Type: Journal
Publication Date: 2023
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0033-3085
EISSN: EISSN-1520-6807
Did Prepandemic Perceptions of School Climate Protect Students' Internalizing Symptoms during COVID-19 School Closures?
Gilbertson, Megan; Pyun, Yoonsun; Laffoon, Riley; Jeong, Ruth; Ogg, Julia; Demaray, Michelle; Malecki, Christine
Psychology in the Schools, v60 n12 p5189-5208 2023
The global COVID-19 pandemic significantly disrupted educational environments for all students when the majority of schools in the United States abruptly switched to remote learning. School climate, including support and structure, has been recognized as an important construct that influences student functioning. The current study explored student perceptions of school climate before school disruptions as a potential protective factor against negative outcomes during the pandemic. Middle school students (N = 225) completed assessments of their perceptions of school climate in Fall 2019 and self-reported internalizing symptoms in Spring 2020. Structural equation modeling was used to test both the association and directionality between school climate and internalizing symptoms. Positive perception of school climate before the pandemic was significantly associated with less internalizing symptoms during initial school closures, particularly for girls. The results highlight the importance of school climate in students' mental health, especially during periods of stress. Limitations and future directions are discussed.
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: Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A