Citation

Freeman JG, Samdal O, Klinger DA, Dur W, Griebler R, Currie D, Rasmussen M. Int. J. Public Health 2009; 54(Suppl 2): 251-259.

Affiliation

Social Program Evaluation Group, Faculty of Education, Queen's University, 511 Union Street, Kingston, ON, K7M 5R7, Canada, freemanj@queensu.ca.

Copyright

(Copyright © 2009, Holtzbrinck Springer Nature Publishing Group)

DOI

10.1007/s00038-009-5421-9

PMID

19652909

Abstract

OBJECTIVES: To examine the extent to which school climate and school pressure could predict other aspects of adolescents' lives, most particularly their emotional health and bullying. Furthermore, the study sought to investigate if these relationships were consistent across countries.METHODS: Participants were 11-, 13-, and 15-year-olds from 26 European countries/regions, Canada, the United States, and Israel. Participants completed surveys focusing on health behaviours and lifestyles, using a contextual framework. Using cluster analytic techniques, three clusters were created varying on school pressure and perceived school climate. These clusters were then examined using variables not used in the clustering.RESULTS: Students in the cluster having the most positive relationships to school outcomes, including academic achievement, truancy, teacher and peer support, also had the most positive emotional health and the lowest incidence of bullying. Similarly, those in the poorest cluster in terms of school also had the poorest outcomes in terms of emotional health and bullying.CONCLUSIONS: These relatively small but significant associations suggest that schools may have a small role in supporting children's emotional well-being and ameliorate the presence of bullying.

Language: en