Journal of School Psychology最新文献_第5页

“Exhaustive but effective”: A multi-site study investigating the profiles of teachers' emotions and emotional labor “详尽而有效”：一项调查教师情绪与情绪劳动特征的多地点研究

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-05-20 DOI: 10.1016/j.jsp.2025.101456

Hui Wang , Anne C. Frenzel

Teachers routinely experience and manage a variety of emotions to meet the requirements of their profession. Previous research has primarily focused on how teachers' emotions or their emotional labor affects their well-being and teaching quality. The present study takes a more holistic, person-centered approach to identify groups of teachers with distinct emotional experiences and emotional labor tendencies. In the first study, 474 Canadian secondary school teachers (female: 72.5%) were categorized into three profiles: emotionally healthy deep actors, emotionally healthy surface actors, and emotionally unhealthy surface actors. The emotionally healthy deep actors reported the highest levels of well-being, while the emotionally unhealthy surface actors reported the lowest. The same profiles were observed in Study 2 with 85 German secondary school teachers (female: 57.6%). Among these teachers, the emotionally healthy surface actors were rated by students as the most supportive (N_students = 1327). Conversely, the emotionally unhealthy surface actors received the least favorable student ratings of teaching quality (cognitive activation, classroom management, student support). In conclusion, our study indicates that emotional labor, specifically surface acting, has a double-edged function, with both positive and negative implications. On the one hand, it is linked to diminished well-being among teachers, while on the other hand, it has the potential to enhance students' perceptions of teacher support.

教师经常经历和管理各种各样的情绪，以满足他们的职业要求。以往的研究主要集中在教师情绪或情绪劳动对教师幸福感和教学质量的影响上。本研究采用更全面的、以人为本的方法来识别具有不同情绪体验和情绪劳动倾向的教师群体。在第一项研究中，474名加拿大中学教师（女性占72.5%）被分为三种类型：情绪健康的深层演员、情绪健康的表层演员和情绪不健康的表层演员。情绪健康的深层演员报告的幸福水平最高，而情绪不健康的表层演员报告的幸福水平最低。在研究2中，85名德国中学教师（女性：57.6%）也观察到相同的概况。在这些教师中，情绪健康的表面演员被学生评为最支持的（n学生= 1327）。相反，情绪不健康的表面演员在教学质量（认知激活、课堂管理、学生支持）方面的学生评分最低。综上所述，我们的研究表明情绪劳动，特别是表面表演，具有双刃剑功能，既有积极的影响，也有消极的影响。一方面，它与教师幸福感下降有关，而另一方面，它有可能增强学生对教师支持的看法。

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引用次数: 0

A (very brief) scoping review: Where is school psychology's literature on Jews and antisemitism in the United States? 一个（非常简短的）范围审查：在美国，关于犹太人和反犹主义的学校心理学文献在哪里？

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-05-20 DOI: 10.1016/j.jsp.2025.101467

Sally L. Grapin, Brianna G. Badolato, Peter D. Goldie

Antisemitism refers to prejudice, discrimination, and violence toward Jewish people and is pervasive in the United States (U.S.). Despite school psychology's increasing emphasis on social justice, the field has devoted little (if any) effort to addressing anti-Jewish discrimination. This scoping review aimed to systematically map research on antisemitism and Jewish identity, perspectives, and experiences in the U.S. Articles published in ten major school psychology generalist journals from January 1, 2008 through April 5, 2024 were systematically searched for literature focused on antisemitism and/or the perspectives or experiences of Jews in the U.S. Of the 6020 articles published across these journals over more than 15 years, none examined antisemitism or Jewish populations in the U.S. Findings suggest that school psychology scholars have been virtually silent in regard to anti-Jewish prejudice and discrimination in the U.S. The absence of this work signals the need for a robust body of research that (a) explores the impact of antisemitism on school-age youth; (b) investigates Jewish representation and antisemitism in the profession of school psychology; and (c) leverages critical theory to uproot antisemitism and incorporate Jewish voice in school psychology research.

反犹主义指的是对犹太人的偏见、歧视和暴力，在美国很普遍。尽管学校心理学越来越强调社会正义，但该领域几乎没有（如果有的话）致力于解决反犹太人歧视问题。这项范围审查旨在系统地绘制美国反犹太主义和犹太人身份、观点和经历的研究地图。从2008年1月1日到2024年4月5日，在10个主要的学校心理学通才期刊上发表的文章被系统地搜索了有关反犹太主义和/或犹太人观点或经历的文献。在这些期刊上发表的6020篇文章中，超过15年，没有人研究过美国的反犹主义或犹太人口。研究结果表明，学校心理学学者对美国的反犹偏见和歧视几乎保持沉默。这方面工作的缺失表明，需要一个强有力的研究机构来(a)探索反犹主义对学龄青年的影响；(b)调查学校心理学专业中的犹太人代表和反犹主义；(c)利用批判理论根除反犹主义，并将犹太人的声音纳入学校心理学研究。

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引用次数: 0

The child and adolescent social support scale: Assessing four types of perceived support from five sources 儿童和青少年社会支持量表：评估来自五个来源的四种感知支持

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-05-19 DOI: 10.1016/j.jsp.2025.101464

Kara M. Styck , Sandra Y. Rueger , Christine K. Malecki , Michelle K. Demaray , Andrew E.W. Slany , Yoonsun Pyun , Matthew J. Geisler , Margaret K. Kassel

The Child and Adolescent Social Support Scale (CASSS) is one of the most commonly used measures of perceived social support with children and adolescents. The psychometric properties supporting the subscales representing the various sources of support are well-established. However, less support is available for the subscales representing the various types of support within support sources. The purpose of the current study was to investigate the degree to which the empirically derived dimensions of the CASSS align with its multidimensional theoretical framework consisting of four types of perceived support (i.e., emotional, informational, appraisal, and instrumental) from each of five sources of support (i.e., parent, teacher, classmate, close friend, and people at school) with a diverse sample of 7th and 8th grade students (N = 901). Four confirmatory factor models were tested and compared. Results indicated good fit for models that included one or more of the following structures: source by type (e.g., parent emotional support), source (e.g., parent support including all types), and overall social support. Strong/scalar invariance was found for these structures across socioeconomic resources, but only weak/metric invariance was found for these structures across gender. Evidence from this study supports the structural fidelity of the CASSS as a measure of the type of social support perceived from important sources and suggests caution in comparing CASSS scores across gender.

Significance Statement: Results of the current study support the use of the CASSS to measure type of perceived social support from different sources in middle school students. However, caution is warranted when comparing scores across gender, given results indicating that CASSS scores may not be comparable across middle school boys and girls.

儿童和青少年社会支持量表（CASSS）是儿童和青少年最常用的感知社会支持的措施之一。支持代表各种支持来源的子量表的心理测量特性是公认的。然而，对于表示支持来源中的各种支持类型的子量表，可用的支持较少。当前研究的目的是调查CASSS的经验衍生维度与其多维理论框架的一致程度，该框架由四种类型的感知支持（即情感，信息，评价和工具）组成，这些支持来自五个支持来源（即父母，老师，同学，亲密朋友和学校的人），不同样本的七年级和八年级学生（N = 901）。对四个验证性因子模型进行了检验和比较。结果表明，包含以下一个或多个结构的模型具有良好的拟合性：来源类型（例如，父母情感支持），来源（例如，父母支持包括所有类型）和整体社会支持。这些结构在不同的社会经济资源中存在强/标量不变性，但在不同的性别中，这些结构只存在弱/度量不变性。本研究的证据支持CASSS的结构保真度作为衡量从重要来源感知的社会支持类型的指标，并建议在比较CASSS分数时要谨慎。意义声明：本研究的结果支持使用CASSS来测量中学生不同来源的感知社会支持类型。然而，在比较不同性别的分数时，谨慎是必要的，因为结果表明CASSS分数在中学男生和女生之间可能不具有可比性。

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引用次数: 0

The collective edge: Multilevel roles of collective efficacy, Social and Emotional Learning (SEL) Competencies, and demographics in influencing teachers' compassion fatigue and satisfaction 集体优势：集体效能、社会与情绪学习（SEL）能力和人口统计学在影响教师同情疲劳和满意度中的多层次作用

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-05-14 DOI: 10.1016/j.jsp.2025.101454

Chunyan Yang , Sarah Manchanda , Maedeh Golshirazi

Guided by both the job demands and resources model and social-ecological system theory, the study examined the interplay between teachers' self-perceived social and emotional learning (SEL) competencies, collective efficacy, and demographic factors about their compassion fatigue and compassion satisfaction across teacher and school levels. Participants included 1431 teachers from 98 schools in a large and urban school district in Northern California in the 2020–2021 school year. Hierarchical linear regression modeling revealed SEL competencies' positive associations with teacher-level and school-level collective efficacy and compassion satisfaction. Conversely, these factors were negatively associated with compassion fatigue. Notably, school-level collective efficacy buffered the negative association between teacher SEL competencies and compassion fatigue, whereas teacher-level collective efficacy buffered the positive association between teacher SEL and compassion satisfaction. Moreover, certain teacher- and school-level demographic factors not only independently associated with compassion fatigue and satisfaction but also moderated the associations between SEL competencies and these outcomes. These findings underscore the importance of improving teachers' SEL competencies and collective efficacy to support their well-being. Furthermore, they highlight the compensatory nature of the interaction between SEL competencies and collective efficacy, operating at both individual and school levels, in shaping teachers' experiences of compassion fatigue and satisfaction. Lastly, the study emphasizes the need for tailored SEL interventions that account for the diverse demographic characteristics of teachers and schools to effectively promote teacher well-being and optimize the beneficial impact of SEL competencies.

在工作需求-资源模型和社会生态系统理论的指导下，本研究考察了教师自我感知的社会情感学习能力、集体效能和人口统计学因素在教师和学校层面对同情疲劳和同情满意度的影响。参与者包括2020-2021学年北加州一个大型城市学区的98所学校的1431名教师。层次线性回归模型显示，SEL胜任力与教师级、学校级集体效能和同情满意度呈正相关。相反，这些因素与同情疲劳呈负相关。值得注意的是，学校层面的集体效能可以缓冲教师SEL能力与同情疲劳之间的负相关关系，而教师层面的集体效能可以缓冲教师SEL与同情满意度之间的正相关关系。此外，某些教师和学校层面的人口因素不仅与同情疲劳和满意度独立相关，而且还调节了SEL能力与这些结果的关联。这些发现强调了提高教师的SEL能力和集体效能对支持教师福祉的重要性。此外，他们强调了SEL能力和集体效能之间相互作用的补偿性质，在个人和学校层面上都在塑造教师的同情疲劳和满意度体验。最后，该研究强调需要针对教师和学校的不同人口特征量身定制SEL干预措施，以有效促进教师福祉并优化SEL能力的有益影响。

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引用次数: 0

Participatory reading research: Development and application of the bilingual reading intervention targeting tool 参与式阅读研究：双语阅读干预目标工具的开发与应用

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-05-10 DOI: 10.1016/j.jsp.2025.101460

Kirsten W. Newell , Israel Arevalo , Kathrin E. Maki , Anne F. Zaslofsky

Proficient reading is critical to support overall educational performance and is associated with higher graduation and employment rates and lifetime earnings, underscoring the need to ensure every student has access to quality reading instruction. Yet reading research, both basic empirical research as well as applied assessment and intervention research, has historically been largely monolingual and Anglocentric. There is little guidance for educators supporting young bilingual learners' reading skill development across diverse languages and cultures. Consequently, inaccurate perceptions of bilingualism as a deficit and limited access to appropriate biliteracy assessment and intervention contribute to poor reading outcomes for bilingual learners in U.S. schools. This conceptual paper aims to upend typical research processes with bilingual learners by embedding early reading assessment and intervention research within the language learning context of schools, allowing for the exploration of culturally and linguistically relevant questions via participatory action research in partnership with educators. To do so, the history of marginalization of bilingual learners in U.S. schools is explored. Next, literacy and biliteracy research from diverse fields of study is reviewed. Finally, a decision-making tool based on this interdisciplinary research base is proposed for linking reading assessment to reading intervention for early bilingual learners, with specification of steps to apply the tool within participatory action research partnerships. The purpose of disseminating the tool is to facilitate access to the complex field of biliteracy and to rapidly move research and evidence-based practices forward, centering bilingual learners and driven by educators who already work in bilingual contexts to overcome the typical limitations of research with bilingual learners.

熟练的阅读对支持整体教育绩效至关重要，与更高的毕业率、就业率和终身收入有关，强调了确保每个学生都能获得高质量阅读指导的必要性。然而，阅读研究，无论是基础实证研究还是应用评估和干预研究，在历史上都主要是单语言和以英语为中心的。对于教育工作者来说，支持年轻双语学习者在不同语言和文化背景下的阅读技能发展的指导很少。因此，对双语能力的不准确认识，以及对适当的双语能力评估和干预的限制，导致美国学校双语学习者的阅读效果不佳。这篇概念性论文旨在通过将早期阅读评估和干预研究嵌入到学校的语言学习环境中，从而颠覆双语学习者的典型研究过程，允许通过与教育工作者合作的参与性行动研究来探索文化和语言相关问题。为此，本文探讨了双语学习者在美国学校被边缘化的历史。接下来，回顾了不同研究领域的读写能力和双语能力研究。最后，本文提出了一个基于跨学科研究基础的决策工具，用于将早期双语学习者的阅读评估与阅读干预联系起来，并详细说明了在参与式行动研究伙伴关系中应用该工具的步骤。传播该工具的目的是为了方便进入复杂的双语领域，并以双语学习者为中心，在已经在双语环境中工作的教育工作者的推动下，迅速推动研究和循证实践向前发展，以克服对双语学习者进行研究的典型限制。

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引用次数: 0

Replication using confirmatory latent class analysis: A school climate example 验证性潜类分析的复制：以学校风气为例

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-05-09 DOI: 10.1016/j.jsp.2025.101455

Lisa S. Romero , Meagan O'Malley , Delwin Carter

The simultaneous growth in the availability of large publicly available datasets and the accessibility of powerful computation software to analyze those data have accelerated the use of mixture modeling techniques, including latent class analysis (LCA). Though secondary data analysis using LCA is increasingly common in school psychologyrelated research, there exist limits to the impacts of these analytic techniques. It is common to hear critiques that modeled results may be artifacts of a specific dataset rather than more stable and meaningful participant response patterns with practical implications. LCA-specific replication guidance is necessary to support an expansion of studies of this type. Via a school climate-related case example, we provide guidance for those wishing to shift from exploratory LCA to confirmatory LCA (CLCA). We scrutinized an earlier LCA analysis that identified a 5-class solution for student school climate survey data collected during the 2016-2017 academic year. Using student school climate perception data (n = 24,051) collected during the 2017–2018 academic year, our CLCA results suggest substantial similarity in response patterns. The initial exploratory results and this study's confirmatory results demonstrate five predominant patterns of student school climate experiences, suggesting that the 5-class solution replicates across data collection years and with entirely new respondents. Recognizing that CLCA methods are relatively nascent, we describe decision-making points researchers interested in utilizing CLCA may encounter and provide guidance to help avoid accusations of questionable research practices.

同时，大型公共数据集的可用性和分析这些数据的强大计算软件的可访问性的增长加速了混合建模技术的使用，包括潜在类分析（LCA）。虽然使用LCA的二次数据分析在学校心理相关研究中越来越普遍，但这些分析技术的影响存在局限性。经常听到批评说，建模的结果可能是特定数据集的工件，而不是具有实际含义的更稳定和有意义的参与者响应模式。lca特异性复制指导对于支持这类研究的扩展是必要的。通过一个与学校气候相关的案例，我们为那些希望从探索性LCA转向确认性LCA （CLCA）的人提供指导。我们仔细研究了早期的LCA分析，该分析确定了2016-2017学年收集的学生学校气候调查数据的5类解决方案。使用2017-2018学年收集的学生学校气候感知数据（n = 24,051），我们的CLCA结果表明，响应模式具有很大的相似性。最初的探索性结果和本研究的验证性结果证明了学生学校气候体验的五种主要模式，表明五类解决方案在数据收集年份和全新的受访者中重复。认识到CLCA方法是相对新生的，我们描述了有兴趣利用CLCA的研究人员可能遇到的决策点，并提供指导，以帮助避免对可疑研究实践的指责。

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引用次数: 0

Effects of V-COACH, a virtual coaching model in supporting pre-service teachers' implementation of a virtual evidence-based reading intervention 虚拟辅导模式V-COACH支持职前教师实施虚拟循证阅读干预的效果

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-05-09 DOI: 10.1016/j.jsp.2025.101466

Jesslyn M. Durling , John C. Begeny , Jiayi Wang , C. Shannon O'Neal , Shobana Musti

Research suggests that many educators struggle to implement evidence-based practices (EBPs) with fidelity. Coaching can be used to support implementation, but several barriers often prevent coaching from occurring in school-based settings. One way to support educators' implementation of EBPs—whether they deliver instruction online or in person—is with virtual coaching. Using a concurrent multiple-baseline design with randomization, master's level pre-service teacher participants in this study received a virtual version of a structured coaching model (referred to as virtual COACH) to support their implementation of an EBP for reading. Visual analyses and effect size analyses showed that virtual COACH had a significant and generally large effect on each interventionist's fidelity (with adherence and/or quality), and this was true for interventionists with a range of different fidelity levels at baseline. Using a measure of teacher-coach alliance, evidence also suggested that virtual COACH generally had good social validity and allowed for establishing a quality working relationship between the coach and teacher. Implications and future research directions are discussed, and the present study provides additional experimental evidence for the effectiveness of COACH as a feasible model for improving users' fidelity of school-based interventions.

研究表明，许多教育工作者难以忠实地实施循证实践（ebp）。指导可用于支持实施，但有几个障碍经常阻碍指导在以学校为基础的环境中进行。支持教育工作者实施ebp的一种方法——无论他们是在线授课还是面对面授课——就是使用虚拟教练。本研究采用并行多基线随机设计，硕士水平的职前教师参与者接受了一个虚拟版本的结构化指导模型（称为虚拟教练），以支持他们实施EBP阅读。视觉分析和效应量分析表明，虚拟教练对每位干预者的保真度（依从性和/或质量）具有显著且普遍较大的影响，对于基线保真度水平范围不同的干预者也是如此。通过对教师-教练联盟的测量，证据还表明虚拟教练通常具有良好的社会效度，并允许在教练和教师之间建立高质量的工作关系。讨论了本研究的意义和未来的研究方向，并为COACH作为提高校本干预用户忠诚度的可行模型的有效性提供了额外的实验证据。

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引用次数: 0

A pilot study of a game-supported organization and planning skills intervention for young adolescents with ADHD 游戏支持的组织和计划技能干预青少年多动症的初步研究

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-05-09 DOI: 10.1016/j.jsp.2025.101465

Brandon K. Schultz , Steven W. Evans , Alexander M. Schoemann , Emma R. Murray

Several school-based interventions for attention-deficit/hyperactivity disorder (ADHD) are well-established, but there are clear implementation challenges in those settings. Computer-assisted options have emerged that could augment treatments in schools in a way that is acceptable to students and teachers. In the present study, we piloted a novel computer-assisted behavior intervention (CABI) using a serious game designed to teach the organization, assignment tracking, and notetaking skills taught within the Challenging Horizons Program - Mentoring Model (CHP-M). Thirty-one middle school students with ADHD and their teachers were randomly assigned to either receive the CABI or the traditional CHP-M, with all teachers providing supportive mentoring for up to 24-weeks of intervention. Our data were analyzed using both Bayesian and frequentist modelling. Results suggest that the Time × Condition interactions were generally small (η_p² = 0.00 to 0.11) and inconclusive. The CABI approach performed consistently with the traditional CHP-M, with credible and significant main effects of time on academically relevant behaviors (η_p² = 0.09 to 0.59). Implications of our findings and the contributions of the Bayesian analytic approach are highlighted.

针对注意缺陷/多动障碍（ADHD）的一些基于学校的干预措施已经建立，但在这些环境中存在明显的实施挑战。计算机辅助方案已经出现，可以以学生和教师都能接受的方式增加学校的治疗。在本研究中，我们试点了一种新的计算机辅助行为干预（CABI），使用一个严肃的游戏来教授挑战视野计划-指导模型（CHP-M）中教授的组织、任务跟踪和笔记技巧。31名患有多动症的中学生和他们的老师被随机分配接受CABI或传统的CHP-M，所有老师都提供长达24周的干预支持指导。我们的数据分析使用贝叶斯和频率建模。结果表明，时间与条件的相互作用一般较小（ηp2 = 0.00 ~ 0.11），不确定。CABI方法与传统的CHP-M方法表现一致，时间对学业相关行为的主效应可信且显著（ηp2 = 0.09 ~ 0.59）。我们的发现和贡献的贝叶斯分析方法的含义是突出。

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引用次数: 0

Beyond self-care: Developing a climate survey for school psychology programs 超越自我照顾：为学校心理学课程开展一项气候调查

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-05-08 DOI: 10.1016/j.jsp.2025.101457

Marie L. Tanaka , Tara Kulkarni , Miranda R. Zahn , Alexandria C. Robers , Heather Thompson , Kaitlyn M. Young

Graduate program climates are an essential part of training, professional development, and identity for future school psychologists. One of the challenges of understanding program climate is how to measure such a construct so that programs can facilitate welcoming and transformational spaces for learning and critical thinking. This study aimed to develop and initially validate a measure of graduate students' perceptions and experiences of school psychology program climates, the Climate Assessment for Relationships and Equity in School Psychology. Results of an exploratory factor analysis from a sample of 212 school psychology graduate students revealed a four-factor structure: (a) program dynamics and psychological safety, (b) diversity, equity, and inclusion, (c) peer support, and (d) resources. Of these factors, graduate students rated peer support most favorably and diversity, equity, and inclusion as most lacking, indicating a continuing need for programs to provide opportunities and training to engage in program and individual accountability as they relate to social justice issues. Implications for graduate student and faculty advocacy to improve climate in school psychology graduate programs are provided.

研究生课程氛围是培训、专业发展和未来学校心理学家身份的重要组成部分。理解项目氛围的挑战之一是如何衡量这样一个结构，以便项目能够促进学习和批判性思维的欢迎和转型空间。本研究旨在开发并初步验证研究生对学校心理学项目气候的感知和体验，即学校心理学中关系和公平的气候评估。通过对212名学校心理学研究生的探索性因子分析，我们发现了一个四因素结构：(a)项目动态和心理安全，(b)多样性、公平和包容，(c)同伴支持，(d)资源。在这些因素中，研究生对同伴支持的评价最高，对多样性、公平性和包容性的评价最低，这表明，在涉及社会正义问题时，继续需要项目提供机会和培训，以参与项目和个人责任。提供了研究生和教师倡导改善学校心理学研究生课程氛围的含义。

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引用次数: 0

A review of research on the school climate of transgender middle and high schoolers: An ecological-transactional approach 跨性别初高中学生学校氛围研究综述：生态交易视角

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2025-05-01 DOI: 10.1016/j.jsp.2025.101459

Stephan Scrofani , Carol Lynn Martin , Sarah Lindstrom Johnson , Sabina Low , Dawn DeLay

Research that aims to identify the characteristics of school climate for transgender middle and high school students is still a new domain. This narrative review of the literature attends to this gap by aggregating recent research on school protective factors which inform trans middle and high school students' school climate and relate to their wellness outcomes. The review was guided by the ecological-transactional model to capture the multi-dimensional quality of school climate, including overlapping levels of the environment that inform protection and risk, and students' perceptions navigating these spaces. More specifically, this framework was applied to help identify aspects of the school ecology that are theoretically salient features of school climate for transgender middle and high school students. Although most research that applies developmental systems is guided by minority stress theory, this review is guided by the gender affirmative model (GAM) to help highlight findings on protection within and between overlapping socio-ecological levels in the school ecology. Supportive faculty allies, peer support, and parent support emerge as strong protective factors at the micro-level. At the exo-level, school programming efforts that are proactive by prioritizing a discourse that nurtures agency for trans students show to be the most protective. There is some evidence that suggests proximal level indicators are more protective than distal level for transgender middle and high school students. The advantages of a multi-level approach to school climate for trans students are discussed.

跨性别初高中学生校园氛围特征的研究仍是一个新的领域。这篇文献的叙述性回顾通过汇总最近关于学校保护因素的研究来弥补这一差距，这些因素为跨性别初中生和高中生的学校气候提供了信息，并与他们的健康结果有关。该评估以生态交易模型为指导，以捕捉学校气候的多维质量，包括为保护和风险提供信息的环境的重叠水平，以及学生对这些空间的感知。更具体地说，这个框架被应用于帮助确定学校生态的各个方面，这些方面在理论上是跨性别初中生和高中生学校气候的显著特征。尽管大多数应用发展系统的研究都以少数群体压力理论为指导，但本综述以性别肯定模型（GAM）为指导，以帮助突出学校生态中重叠社会生态水平内部和之间的保护发现。在微观层面上，支持性的教师盟友、同伴支持和家长支持成为强有力的保护因素。在外部层面，通过优先考虑培养跨性别学生代理能力的话语，积极主动的学校规划工作被证明是最具保护性的。有证据表明，近端水平指标对跨性别初高中学生的保护作用大于远端水平指标。讨论了跨性别学生的学校氛围多层次方法的优势。

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