TY  - JOUR
PY  - 2021//
TI  - Contextualizing the association between school climate and student well-being: the moderating role of rurality
JO  - Journal of school health
A1  - Nguyen, Amanda J.
A1  - McDaniel, Heather
A1  - Braun, Summer S.
A1  - Chen, Lingjun
A1  - Bradshaw, Catherine Pilcher
SP  - ePub
EP  - ePub
VL  - ePub
IS  - ePub
N2  - 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>
LA  - en
SN  - 0022-4391
UR  - http://dx.doi.org/10.1111/josh.13026
ID  - ref1
ER  -