Johns Hopkins University, Bloomberg School of Public Health, Department of Mental Health, 624 N Broadway Ave., Baltimore, MD 21205, United States; Johns Hopkins University, School of Medicine, Department of Pediatrics, 1800 Orleans Street, Baltimore, MD 21287, United States.
Johns Hopkins University, Bloomberg School of Public Health, Department of Mental Health, 624 N Broadway Ave., Baltimore, MD 21205, United States.
J Sch Psychol. 2017 Apr;61:89-102. doi: 10.1016/j.jsp.2016.10.001. Epub 2016 Nov 23.
Chronic absence is a significant problem in schools. School climate may play an important role in influencing chronic absence rates among schools, yet little research has evaluated how school climate constructs relate to chronic absence. Using multilevel latent profile analysis, we evaluated how profiles of student perceptions of school climate at both the student and school level differentiated school-level rates of chronic absence. Participants included 25,776 middle and high school students from 106 schools who completed a district administered school climate survey. Students attended schools in a large urban school district where 89% of 6th through 12th grade students were African-American and 61% were eligible for the federally subsidized school meals program. Three student-level profiles of perceptions of school climate emerged that corresponded to "positive," "moderate," and "negative" climate. Two predominant patterns regarding the distribution of these profiles within schools emerged that corresponded to the two school-level profiles of "marginal climate" and "climate challenged" schools. Students reporting "moderate" and "negative" climate in their schools were more likely to attend schools with higher chronic absence rates than students reporting that their school had "positive" climate. Likewise, "climate challenged" schools had significantly higher chronic absence rates than "marginal climate" schools. These results suggest that school climate shares an important relation with chronic absence among adolescent students attending urban schools. Implications for prevention and intervention programs are discussed.
慢性缺勤是学校的一个严重问题。学校氛围可能对影响学校的慢性缺勤率起着重要作用，但很少有研究评估学校氛围结构与慢性缺勤的关系。本研究采用多层次潜在剖面分析，评估了学生对学校氛围的感知在学生和学校层面的特征如何区分学校层面的慢性缺勤率。参与者包括来自 106 所学校的 25776 名中学生和高中生，他们完成了一项地区管理的学校氛围调查。学生就读于一个大型城市学区的学校，其中 89%的 6 至 12 年级学生是非洲裔美国人，61%的学生有资格享受联邦补贴的学校膳食计划。有三个学生层面的学校氛围感知特征与“积极”、“中等”和“消极”的氛围相对应。在学校内部，这些特征的分布存在两种主要模式，与“边缘氛围”和“氛围不佳”的两种学校层面特征相对应。与报告其学校氛围“积极”的学生相比，报告其学校氛围“中等”和“消极”的学生更有可能就读于慢性缺勤率较高的学校。同样，“氛围不佳”的学校的慢性缺勤率明显高于“边缘氛围”的学校。这些结果表明，学校氛围与城市学校青少年学生的慢性缺勤率之间存在重要关系。讨论了预防和干预计划的意义。
