Ruth Berkowitz

A Research Synthesis of the Associations Between Socioeconomic Background, Inequality, School Climate, and Academic Achievement

Educational researchers and practitioners assert that supportive school and classroom climates can positively influence the academic outcomes of students, thus potentially reducing academic achievement gaps between students and schools of different socioeconomic status (SES) backgrounds. Nonetheless, scientific evidence establishing directional links and mechanisms between SES, school climate, and academic performance is inconclusive. This comprehensive review of studies dating back to the year 2000 examined whether a positive climate can successfully disrupt the associations between low SES and poor academic achievement. Positive climate was found to mitigate the negative contribution of weak SES background on academic achievement; however, most studies do not provide a basis for deducing a directional influence and causal relations. Additional research is encouraged to establish the nature of impact positive climate has on academic achievement and a multifaceted body of knowledge regarding the multilevel climate dimensions related to academic achievement.

School Climate, Deployment, and Mental Health Among Students in Military-Connected Schools

Research has found that when compared with civilian students, military-connected students in the United States have more negative mental health outcomes, stemming from the stress of military life events (i.e., deployment). To date, studies on military-connected youth have not examined the role of protective factors within the school environment, such as school climate, in the mental health and well-being of military-connected adolescents. Given this gap in the research on military adolescents, this study draws from a large sample of military and non-military secondary adolescents in military-connected schools (N = 14,943) and examines associations between school climate, military connection, deployment, and mental health. Findings show that multiple components of school climate are associated with a lower likelihood of depressive symptoms and suicidal ideation and increased likelihood of well-being among students in military-connected schools, after controlling for student demographics, military connection, and deployments. The authors conclude with a discussion of school climate interventions for military-connected youth.

Student and Teacher Responses to Violence in School: The Divergent Views of Bullies, Victims, and Bully-Victims.

School bullying is a worldwide worrisome phenomenon that occurs within a broad context in which pupils and teachers can either reinforce or undermine violent behavior through interaction. Based on a nationally representative sample of students in Israel, this study examined patterns in student perceptions of student and teacher responses to school violence and differences in perceptions according to bully/victim participation (bullies, victims, bully-victims, and not involved). Student perceptions of responses to school violence, safety, not attending school due to fear of violence, and students’ sense of the severity of the violence problem in their school were examined. Findings indicated students and teachers did not actively accelerate violent episodes, but were reluctant to respond positively by intervening to stop violence. Positive responses to violence were related to positive school experiences among students. Students who were not involved in school bullying had the best perceptions of positive responses to violence. However, significant differences were not found among the three other groups (bullies, victims, and bully-victims). Findings suggested any participation in school violence involves a significant decrease in perceptions of positive responses. The importance of promoting a safe school environment and positive climate through increased awareness, involvement and supervision, and clear rules and strong norms against violence is discussed.

A Latent Class Analysis of Victimization Among Middle and High School Students in California

School victimization is associated with negative social-emotional outcomes and risky behaviors. Most studies have provided definitions and measures of victimization, depicting a limited characterization of victimization in schools. More nuanced analyses of school victimization are needed to assess the heterogeneous pattern of victimization in schools. The current study explored distinct victimization configurations in a diverse sample of 418,483 middle and high school students in California, utilizing latent class analyses to account for type and frequency of victimization. The results uncover four classes of victimization, including frequent verbal, physical, and sexual victimization; occasional verbal and physical victimization; verbal and sexual victimization; and no victimization. Older age was associated with a lower likelihood of frequent verbal, sexual, and physical victimization and African American youth were more likely to be classified in this class. Females were more likely to be in the verbal and sexual victimization class than males.

Examining the Relationship between School Climate and Peer Victimization among Students in Military-Connected Public Schools

In the Iraq and Afghanistan war context, studies have found that military-connected youth—youth with parents and/or siblings serving in the military—have higher rates of school victimization than their nonmilitary-connected peers. A positive school climate—where students perceive high levels of school connectedness, caring relationships and high expectations from adults, and meaningful participation—is associated with lower rates of victimization in secondary public schools. Based on a survey of 7th, 9th, and 11th grade students (N = 14,493) enrolled in 6 military-connected school districts (districts that have a significant proportion of military-connected students), this study explores victimization rates and the role of school climate, deployment, and school transitions in the victimization of military-connected students and their civilian peers. The findings indicate that deployment and school transitions were significant predictors of physical violence and nonphysical victimization. In addition, multiple school climate factors were significantly associated with physical violence and nonphysical victimization. The authors conclude with a discussion of future directions for research on school climate, victimization, and military-connected youth.

Victimization by Bullying and Attachment to Parents and Teachers Among Student Who Report Learning Disorders and/or Attention Deficit Hyperactivity Disorder

This is the first study examining the association between victimization by bullying and attachment to both parents and teachers among students who report Learning Disorders (LD) and/or Attention Deficit Hyperactivity Disorder (ADHD). A total of 1,691 seventh- and eighth-grade students in six junior high schools completed questionnaires about LD/ADHD diagnosis, victimization, and attachment to mother, father, and teacher. A regression analysis was conducted to estimate the probability for victimization (infrequent and frequent) through the various variables. Only students who reported both LD and ADHD (but not one of them) were at greater risk of frequent victimization compared with students who did not report LD/ADHD. In addition, having a secure attachment pattern to mother was associated with a decrease in the likelihood of being frequently bullied. Attachment patterns to father and teacher were not significantly associated with victimization group membership. Results suggest that children’s perception of support and attachment to mother is important above and beyond their report on LD/ADHD diagnosis.

Adult Relationships in Multiple Contexts and Associations with Adolescent Mental Health

Purpose: Adult relationships provide critical support for adolescents because of their potential to foster positive development and provide protective influences. Few studies examine multiple ecological layers of adult relationships in connection with well-being and depression. This study examines the influence of relationships from multiple contexts for adolescents and their mental health. Method: Data from the 2011 California Healthy Kids Survey was used for this analysis; a sample of 7th-, 9th-, and 11th-grade students (N = 14,931) was drawn from 6 school districts in Southern California. Results: Regression analyses revealed that parent, teacher, and community adult support were all significantly positively associated with well-being and significantly negatively associated with depression. Discussion: Social support explained more variance in well-being than in depression, indicating that adult support may be more important for supporting well-being. This study supports the belief that individual categories and combinations of adult support are important.

Welcoming Parents to Their Child’s School: Practices Supporting Students With Diverse Needs and Backgrounds

While researchers acknowledge the importance of parents feeling welcomed and engaged in their child’s school, the school’s welcoming practices to engage parents have been rarely explored. Parents’ qualitative responses provide insight into what impacts their initial and ongoing experience of being welcomed into their child’s new school. In total, 1,020 and 191 parents and/or legal guardians of students enrolled in Grades pre-K through 12 across five California school districts answered first and second open-ended qualitative questions, respectively. Findings are categorized into three separate themes. Schools play a vital role for the entire family when transitioning into a new community. Parents expressed the desire to serve as important partners for the school in creating positive outcomes for the students, classrooms, and the school as a whole.

Parental Involvement and Perceptions of School Climate in California

Parental involvement plays a significant role in students’ social and academic outcomes. Nevertheless, systemic ways of gathering parental views have not been used or highlighted in the policy aren...