Navigating middle grades: role of social contexts in middle grade school climate.
During early adolescence, most public school students undergo school transitions, and many students experience declines in academic performance and social-emotional well-being. Theories and empirical research have highlighted the importance of supportive school environments in promoting positive youth development during this period of transition. Despite this, little is known about the proximal social and developmental contexts of the range of middle grade public schools US students attend. Using a cross-sectional dataset from the eighth grade wave of the Early Childhood Longitudinal Study-Kindergarten Cohort 1998-1999, the current study examines the middle grade school social context from the perspectives of administrators and teachers in public schools with typical grade configurations (k-8 schools, middle schools, and junior high schools) and how it relates to students' perceptions of school climate. We find that administrators and teachers in k-8 schools perceive a more positive school social context, controlling for school structural and demographic characteristics. This school social context, in turn, is associated with students' perceptions of their schools' social and academic climate. Implications for educational policy and practice are discussed.
Department of Applied Psychology, New York University, 246 Greene Street, New York, NY, 10003, USA, hayeon@nyu.edu.
Ha Yeon
HY
Kim
Kate
K
Schwartz
Elise
E
Cappella
Edward
E
Seidman
D000293:Adolescent; D001290:Attitude; D003430:Cross-Sectional Studies; D005178:Faculty; D005260:Female; D006801:Humans; D008297:Male; D015279:Organizational Culture; D010465:Perception; D012574:Schools / Q000458:organization & administration*; D012931:Social Environment; D012944:Social Support; D013334:Students / Q000523:psychology*