@article{ref1,
title="Contextualizing the association between school climate and student well-being: the moderating role of rurality",
journal="Journal of school health",
year="2021",
author="Nguyen, Amanda J. and McDaniel, Heather and Braun, Summer S. and Chen, Lingjun and Bradshaw, Catherine Pilcher",
volume="ePub",
number="ePub",
pages="ePub-ePub",
abstract="BACKGROUND: In rural communities, understanding and improving school climate may benefit youth facing unique contextual challenges to well-being. As education research rarely focuses on rural schools, we aimed to examine school climate and student well-being with a particular focus on rural schools, compared to suburban schools. <br><br>METHODS: Cross-sectional survey data were collected from 62,265 students in 22 rural and 78 suburban Maryland middle and high schools. Student self-report data were collected on school climate (safety, engagement, and environment) as well as internalizing problems, behavior problems, stress, substance abuse, and future orientation. Multiple-group, multilevel models were fit to compare between rural and suburban schools. <br><br>RESULTS: On average, rural students reported significantly lower perceptions of safety and engagement than suburban students. Safety and engagement were generally associated with higher youth well-being. A number of moderated effects were observed, which generally suggested stronger associations between school-level climate-particularly engagement-and more positive outcomes for rural compared to suburban students. <br><br>CONCLUSIONS: Students' perceptions of safety and engagement were associated with student well-being, in some cases with stronger associations for rural students. These findings suggest that efforts to improve school climate may be particularly impactful for rural students.<p /> <p>Language: en</p>",
language="en",
issn="0022-4391",
doi="10.1111/josh.13026",
url="http://dx.doi.org/10.1111/josh.13026"
}