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Did Prepandemic Perceptions of School Climate Protect Students' Internalizing Symptoms during COVID-19 School Closures?

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Bibliographic Details
Title: Did Prepandemic Perceptions of School Climate Protect Students' Internalizing Symptoms during COVID-19 School Closures?
Language: English
Authors: Gilbertson, Megan (ORCID 0000-0001-8456-4505), Pyun, Yoonsun (ORCID 0000-0001-8038-7660), Laffoon, Riley, Jeong, Ruth, Ogg, Julia, Demaray, Michelle, Malecki, Christine
Source: Psychology in the Schools. 2023 60(12):5189-5208.
Availability: 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://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 20
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Middle School Students, Student Attitudes, Pandemics, COVID-19, School Closing, Symptoms (Individual Disorders), Educational Environment, Values, Adjustment (to Environment), Cultural Influences, Self Concept, Gender Differences, Time Perspective
DOI: 10.1002/pits.23038
ISSN: 0033-3085
1520-6807
Abstract: 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.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1399638
Database: ERIC
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Abstract: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.
ISSN:0033-3085
1520-6807
DOI:10.1002/pits.23038