Department of Social Policy and Intervention, University of Oxford, UK.
Southampton Education School, University of Southampton, UK.
Br J Educ Psychol. 2019 Mar;89(1):1-21. doi: 10.1111/bjep.12212. Epub 2018 Jan 16.
Many adolescents in South Africa are exposed to multiple types of violence, socio-economic disadvantage, and low-quality education: all risk factors for educational outcomes including school delay (grade enrolment below that which is age-appropriate). Supportive teacher-student relationships are known to be associated with improved academic outcomes in high-income contexts.
To investigate whether the academic and emotional support provided by teachers can protect against school delay for adolescents exposed to multiple types of violence and socio-economic disadvantage in South Africa.
High-risk sample of 503 adolescents aged 10-18 exposed to multiple types of violence and socio-economic disadvantage at home, in school, and in their communities.
Multilevel aggregated structural equation modelling was applied to pre/post-RCT data. This investigated whether associations between adolescent exposure to violence and school delay could be lessened by having teachers who were academically and/or emotionally supportive.
More frequent exposure to 'poly-violence' and receiving more emotional support from teachers were independently associated with greater school delay. On the contrary, higher academic support from teachers was associated with lower school delay. Neither academic nor emotional teacher support was found to moderate the relationship between more frequent exposure to 'poly-violence' and an increased risk of adolescent school delay.
Adolescents' academic support from teachers is low in poorly resourced school contexts in South Africa. School-based secondary prevention programmes assisting teachers with more training and academic support in deprived contexts have potential to reduce the impact of violence and socio-economic disadvantage on adolescents' school delay.
南非的许多青少年都面临多种类型的暴力、社会经济劣势和低质量的教育，这些都是影响教育成果的风险因素，包括学业延迟（注册年级低于适龄）。在高收入环境中，良好的师生关系与提高学业成绩有关。
调查在南非，教师提供的学业和情感支持是否可以预防遭受多种类型暴力和社会经济劣势的青少年出现学业延迟。
在家庭、学校和社区中都遭受多种类型暴力和社会经济劣势的 503 名 10-18 岁的高风险青少年。
采用多级聚合结构方程模型对预-后 RCT 数据进行分析。该模型调查了教师提供的学业和/或情感支持是否可以减轻青少年遭受暴力和学业延迟之间的关联。
频繁暴露于“多暴力”和从教师那里获得更多情感支持与更大的学业延迟独立相关。相反，教师提供更高的学业支持与较低的学业延迟相关。教师的学业和情感支持都没有发现可以调节更频繁地暴露于“多暴力”与青少年学业延迟风险增加之间的关系。
在资源匮乏的南非学校环境中，教师对青少年的学业支持程度较低。在贫困环境中，以学校为基础的二级预防计划，为教师提供更多培训和学业支持，有可能减轻暴力和社会经济劣势对青少年学业延迟的影响。
