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In order to develop future academic-professional skills and later social and financial independence, an adequate adolescent school adjustment is essential. Therefore, it is necessary to identify the variables that contribute to its improvement in a stage characterised by its decrease. The aim of the present study is to analyse and compare two theoretical models to determine the prediction of teacher and peer support, resilience and positive affect to school adjustment, measured through emotional engagement, school integration problems and perceived academic performance. The design was cross-sectional and participants were 1397 adolescents in high school ( M = 13.88, SD = 1.27). The results reveal that teacher and peer support, resilience and positive affect indirectly predict perceived academic performance through school integration problems and emotional engagement. The negative effect of emotional engagement and support from peers on school integration problems is particularly worth highlighting, along with the prediction of resilience on positive affect and that of support from teachers on emotional engagement. The theoretical and practical implications of these results are discussed.

Examines transitions within education - between year groups, key stages and schools - and how they can be managed and supported for the maximum benefit of the pupil. There is recognition that educational experiences can have a profound impact on both employability and future well-being. Beneath the political rhetoric is the need for a deepened understanding of how to develop lifelong learners, who can react positively to change and who can think critically, reflectively and independently. Supporting and managing transitions within the educational system lies at the heart of this and is therefore vitally important for all pupils. Drawing upon theory, the book provides examples of practical strategies supported by real life case studies from both working practitioners and key stakeholders including pupils and parents. These raise awareness of both challenges and good practice, while also providing key opportunities for different sectors to learn from one another.

Adolescent mental health is an urgent global public health issue and is affected by household, school, and community environments. However, few studies, and none in Japan, have used applied ecological models to identify environmental factors that affect adolescent mental health. This study aimed to examine an applied ecological model of sequential association between household, school, and community environmental factors and their effects on adolescent mental health in Japan (ECO-AM model). This was a secondary analysis of data from the 2013 Japanese Comprehensive Survey of Living Conditions. Participants were 893 adolescents aged 12–14 years and their household heads living in Japan. Data for 728 adolescents were analyzed after excluding participants with missing values (valid response rate: 81.5%). Screening using the six-item Kessler Psychological Distress Scale demonstrated that 33.8% of adolescents had mood and anxiety disorders. Covariance structure analysis yielded a model with strong goodness-of-fit that described associations between mood and anxiety disorder and vitality, and household, school and community environments. The explanatory variables accounted for 36% of mood and anxiety disorder scores. The study emphasizes the importance of the relationship between different environments and suggests that a better understanding of environmental factors would help support adolescent mental health.

Your school is a lot more than a center of student learning—it represents a self-contained culture with traditions and expectations that reflect its unique mission and demographics. In School Culture Rewired, education experts Steve Gruenert and Todd Whitaker offer strategies and advice for defining, assessing, and transforming your school's culture into one that is positive, productive, and actively working to enrich students' lives. Drawing from decades of research on organizational cultures and school leadership, the authors provide everything you need to optimize both the culture and climate of your school. In this revised and retooled second edition of their bestselling book, Gruenert and Whitaker * Explore the difference between school culture and school climate. * Show how to ensure developmentally appropriate culture change. * Contrast collaborative and toxic school cultures. * Address the symbiotic relationship between culture management and leadership. * Present a framework for pinpointing the type of culture you have, the type you want, and how to bridge the two. Though often invisible to the naked eye, a school's culture influences everything that takes place under its roof. Whether your school is urban or rural, proficient or struggling, School Culture Rewired helps you make sure its culture is guided by what's best for your students.

Research at the secondary school level provides compelling evidence to suggest that a positive school climate is related to improved health, wellbeing, and cognitive outcomes for students. In response to these findings, school systems around the world are mandating the collection of school climate data in schools. However, reviews of the literature indicate that there are relatively few instruments that provide evidence to support translation and criterion validity and assess the school climate from the perspectives of primary school students; and all of them were considered unsuitable or problematic for our purposes. To overcome this gap in the literature, this article describes the development and validation of a school climate survey designed to assess primary school students’ perceptions of school climate. Evidence to support translation validity is provided through data collected at various stages of the development process. Further, data collected from a sample of 1193 primary school students (years 3 to 6) were analysed to provide evidence to support convergent, discriminant concurrent, and predictive validity. The survey and evidence of its psychometric properties are significant for researchers, schools, and education systems seeking to assess primary school students’ perception of the school climate.

Every day, millions of students in the United States go to school weighed down by interpersonal traumas, community traumas, and the traumatic effects of historical and contemporary race-based oppression. A wide range of adverse childhood events--including physical, verbal, emotional, and sexual abuse; chronic bullying; community or domestic violence; and food and housing insecurity--can lead to a host of negative outcomes. However, when schools provide developmentally supportive responses to these challenges, post-traumatic growth becomes possible. In \"Trauma Responsive Educational Practices,\" Micere Keels examines the neurobiology of trauma; presents mindfulness strategies that strengthen student self-regulation and extend professional longevity; and demonstrates how to build pedagogically caring relationships, psychologically safe discipline, and an emotionally safe classroom learning climate. Keels also shows educators how to attend to equity and use trauma as a critical lens through which to plan instruction and respond to challenging situations with coregulation. It's important to understand that trauma is subjective and complex, treatment is not prescriptive, and recovery takes time. This book helps educators support students on that road--not merely to survive trauma but to focus on their strengths and flourish with effective coping skills.

Given that schools are, potentially, powerful sites for influencing adolescent behaviour, it is important that there is greater understanding of the psychosocial aspects of the school climate that can be leveraged for this purpose. The research reported in this article used structural equation modelling (with data from a sample of 6120 students at Australian high schools) to examine the influence of the psychosocial school-level environment on students’ self-reported experiences of bully victimisation (i.e. being victims of bullying) and engagement in delinquent behaviours. Further, we examined whether bully victimisation mediated the relationships between school climate variables and delinquent behaviours. School connectedness and rule clarity were negatively associated with both bully victimisation and delinquency (p < 0.05), and teacher support was negatively associated with bully victimisation (p < 0.01), confirming the importance of these aspects of the school-level environment. However, affirming diversity and reporting and seeking help both had positive influences on bully victimisation (p < 0.05), raising concerns about the ways in which these aspects of the school-level environment might have been promoted. Importantly, bully victimisation was found to mediate the influence of five of the six school climate constructs on delinquent behaviours (p < 0.001). This study advance our understanding of how specific aspects of the school climate influence the prevalence of bullying and delinquent behaviour, adding weight to the call for educators to actively monitor and enhance psychosocial aspects of the school climate in order to improve student behavioural outcomes.

Actor-Network Theory (ANT) has enjoyed wide uptake in the social sciences in the past three decades, particularly in science and technology studies, and is increasingly attracting the attention of educational researchers. ANT studies bring to the fore the material – objects of all kinds – and de-centre the human and the social in educational issues. ANT sensibilities are interested in the ways human and non-human elements become interwoven. Since its first introduction, actor-network theory has undergone significant shifts and evolutions and as a result, it is not considered to be a single or coherent theoretical domain, but as developing diversely in response to various challenges. This book offers an introduction to Actor-Network Theory for educators to consider in three ways. One mode is the introduction of concepts, approaches and debates around Actor-Network Theory as a research approach in education. A second mode showcases educational studies that have employed ANT approaches in classrooms, workplaces and community settings, drawn from the UK, USA, Canada, Europe and Australia. These demonstrate how ANT can operate in highly diverse ways whether it focuses on policy critique, curriculum inquiry, engagements with digital media, change and innovation, issues of accountability, or exploring how knowledge unfolds and becomes materialized in various settings. A third mode looks at recent 'after-ANT' inquiries which open an array of important new approaches. Across these diverse environments and uptakes, the authors trace how learning and practice emerge, show what scales are at play, and demonstrate what this means for educational possibilities. Tara Fenwick is Professor of Professional Education at the University of Stirling, UK. Her research focuses on knowledge and education in workplace and professional practices, for which she won the Houle Award for Outstanding Contribution to Adult Education Literature, awarded by the American Association for Adult and Continuing Education. Richard Edwards is Professor of Education at the University of Stirling, UK. He has researched and written extensively on post-compulsory education and lifelong learning and has an international reputation in the field. 1. A Way to Intervene, Not a Theory of What to Think 2. Knowledge, Innovation and Knowing in Practice 3. (De)naturalizing Teaching and Learning 4. (En)tangling Curriculum-making 5. (Net)working Technologized Learning 6. (Un)making Standards in Education 7. Educational Reform and Planned Change 8. (Ac)counting for Education 9. (De)centring Educational Policy 10. Messy Research 11. Translating ANT in Education

Preventing tooth loss depends on oral health maintenance behaviors. This study hypothesized that adolescents with educational aspirations have greater motivation to invest in the future, including maintenance of oral health status. To analyze the association between a school academic climate of educational aspirations and tooth loss (first permanent molars) among adolescents. A cross-sectional study was designed to include 2,500 adolescents (aged 14-19 years) enrolled in public high schools of Olinda located in Northeast Brazil. Multilevel Poisson regression random intercept models were conducted with tooth loss (first permanent molars) as the outcome. The primary cohort of interest was school academic climate, as measured by the proportion of students taking the national high school exams. Tooth loss of the first permanent molars (assessed by clinical exam) was more prevalent in adolescents from more disadvantaged backgrounds (receiving family allowance, low maternal education). However, after controlling for a wide range of individual characteristics, adolescents enrolled in schools with lower academic climate had a higher prevalence of tooth loss (PR 1.42, 95%CI: 1.09,1.85). The school academic climate is associated with tooth loss, suggesting that educational aspirations are linked to adolescent oral health maintenance behaviors.

The purpose of this study, in part, was to confirm the factor structure of the School-Level Environment Questionnaire, which assesses six school climate factors that can be considered important for improving schools. The study also tested a research model of the relationships between the school climate, teachers' self-efficacy and job satisfaction. The participants included 781 Western Australian high- school teachers in 29 schools. When the data were analysed by means of structural equation modelling, teacher self-efficacy and teacher job satisfaction were both related to school climate dimensions and there was also a relationship between teacher self-efficacy and job satisfaction. These results provide practical information for improving school climate and suggest that it is worthwhile for school principals to consider factors within the school climate and how they might be enhanced. [Author abstract]