Geographical Variation in the Associations Between School Characteristics and Homophobic Bullying: a Contextual Analysis.

Homophobic bullying constitutes a serious threat to adolescent well-being and could be understood as an ecological phenomenon, influenced by diverse school, regional, and community contexts. This study examined geographic variations in the relationship between school characteristics and homophobic bullying. Data from 2244 California schools, including student surveys and administrative records, were combined and analyzed using geographically weighted regression (GWR). Results showed that the associations between school characteristics and general victimization were consistent across geographic areas. However, when it came to homophobic bullying, the relationships with school characteristics varied significantly based on location. Notably, regions with high intolerance, urbanity, large school size, and small student-teacher ratios appeared to offer protection against bullying. Additionally, student socioeconomic status influenced bullying in disadvantaged rural schools with limited Gay-Straight Alliance (GSA) presence. Ethnic diversity also played a role, with low diversity or dominance of two ethnic groups linked to higher bullying rates.

Baseline musculoskeletal pain and impaired sleep related to school pressure influence the development of musculoskeletal pain in N = 107 adolescents in a 5-year longitudinal study.

PURPOSE: This longitudinal study followed 10- to 13-year-old adolescents for 5 years to investigate the effects of juvenile musculoskeletal (MSK) pain and psychosocial risk factors on future pain. We further predicted that increased MSK pain at follow-up would be positively related to current school pressure at follow-up and negatively related to current sleep quality. Sleep quality was tested as a potential mediator of the link between school pressure and MSK pain at follow-up after controlling for baseline MSK pain. METHODS: The baseline sample comprised 189 adolescents, and 5-year follow-up resulted in 107 15- to 18-year-old adolescents who had completed mandatory education. Adolescents responded to an online questionnaire about psychosocial stressors, MSK pain, school achievement and leisure activities. A longitudinal hierarchic linear regression including all significant baseline predictors was run to assess their impact on MSK pain 5 years later. Mediation analysis was used to investigate sleep quality as a potential mediator of the relationship between school pressure and MSK pain at follow-up. RESULTS: Baseline MSK pain predicted MSK pain over a time lag of 5 years (ß = .26, p = .02). The relationship between follow-up school pressure and current MSK pain was mediated by sleep quality at follow-up (B = .17, SEB = .07, 95% CI .06-.34) when baseline MSK pain was controlled. CONCLUSIONS: Juvenile MSK pain predicts MSK pain in adolescence. A psychosocial mediation model including school pressure and sleep impairments has the potential to explain MSK pain mechanisms in adolescents. These slides can be retrieved under Electronic Supplementary Material.

Linking school- and classroom-level characteristics to child adjustment: A representative study of children from Hong Kong, China.

BACKGROUND: The school is one of the most salient developmental contexts for children. However, little is known about the associations linking the school environment to child adjustment in a non-Western context, not to mention the potential processes that may mediate these associations. AIMS: This study examined the associations of school- and classroom-level characteristics with child adjustment and tested whether these associations were mediated by teacher-child relationship qualities. SAMPLE: Cross-sectional data were collected on a representative sample of 1777 children (mean age = 55.14 months; 50% of them were girls) from 100 kindergartens in Hong Kong, China. METHODS: Using self-reported questionnaires, teachers rated their school-level environments, their classroom chaos, their closeness and conflict with children and children's socioemotional competence and academic ability. Meanwhile, parents rated children's behavioural problems. RESULTS: Multilevel structural equation modelling revealed that the school-level environment and classroom chaos were uniquely associated with children's socioemotional, behavioural and academic adjustment. Moreover, the associations of the school-level environment and classroom chaos with child socioemotional and academic adjustment were mediated by teacher-child closeness and conflict, whereas the associations of the school-level environment and classroom chaos with child behavioural problems were mediated by teacher-child conflict only. CONCLUSIONS: Findings indicated how school- and classroom-level characteristics may be uniquely associated with child adjustment and how teacher-child relationships may be implicated in the underlying mechanism, highlighting the potential utility of targeting school- and classroom-level environments and teacher-child relationships in promoting child development.

Health Promotion Actions and School Violence-A Cluster Analysis from Finnish Comprehensive Schools.

(1) Schools have a significant role in violence prevention activities. This study aimed to first identify profiles of Finnish comprehensive schools based on school violence. The second aim was to examine the associations between profiles concerning health promotion actions, reactive or punitive actions, and school characteristics. (2) The study used the large-scale, nationally representative Benchmarking System of Health Promotion Capacity-Building (BSHPCB) data (n = 2057 schools) completed by the school's principal together with a student welfare team. The data was analyzed by cluster analysis and Chi-squared and Kruskal-Wallis tests. For post hoc testing, Fisher's exact test with odds ratios and Mann-Whitney U-test were used. (3) The cluster analysis yielded five profiles of school violence: "No violence", "Adolescent violence" (violence both among pupils and from pupils towards staff, but not inappropriate behavior from school staff towards pupils), "Not known" (principals either did not respond to these questions or they did not know whether there had been any school violence incidents), "Peer violence" (school violence occurred among pupils but not from pupils towards staff, nor inappropriate behavior from school staff towards pupils), and "All violence" (all types of school violence and inappropriate behavior from school staff towards pupils). These clusters differed according to type of school and municipality. Additionally, both management and monitoring as health promotion actions were related to higher incidence of school violence whereas other actions, such as commitment, resources, common practices, and participation were not related to school violence. (4) The findings of this study indicate that schools have different profiles in terms of school violence and providing evidence and guidance for school violence prevention work.

Explaining Disparities in Youth Aerobic Fitness and Body Mass Index: Relative Impact of Socioeconomic and Minority Status.

BACKGROUND: To advance research on youth fitness promotion it is important to understand factors that may explain the disparities in fitness. METHODS: We evaluated data from the FitnessGram NFL PLAY60 Partnership Project to examine school factors influencing aerobic capacity (AC) and body mass index (BMI) in schoolchildren. Individual observations for AC (157,971 students from 675 schools) and BMI (178,274 students from 630 schools) were aggregated to compute the percentage of students achieving the Healthy Fitness Zone (HFZ). We examined achievements using adjusted linear regression models with socioeconomic status (SES), minority status, region, enrollment, and grade as factors. RESULTS: The mean HFZ for AC and BMI were 51.6% and 56.9%, respectively. SES, minority status, and enrollment were all significantly associated with AC HFZ among boys, and SES and enrollment were significant predictors of AC HFZ in girls. SES and location were significantly related to BMI HFZ among boys but only SES significantly predicted BMI HFZ in girls. Schools with higher SES had higher AC and BMI HFZ achievements. CONCLUSIONS: SES was consistently associated with health-related fitness, independent of sex, but not minority status.