School psychology (Washington, D.C.)最新文献

School psychology graduate students experience many risk factors for problems with mental health, including high workloads, financial distress, and challenging relationships with faculty that can exacerbate feelings of anxiety and depression. Although there have been studies that have investigated depression and anxiety amongst graduate students in general (Eisenberg et al., 2007) and health service psychology students in particular (Hobaica et al., 2021), there are reasons to believe that school psychology graduate students may have different experiences. To date, no research has been found investigating the depression and anxiety symptoms of graduate students in school psychology programs. A survey was sent to 194 school psychology training programs, and 291 graduate students completed it. Approximately one in four graduate students reported moderate to severe levels of depressive symptoms, while one in three reported moderate to severe levels of anxiety symptoms. These symptoms were significantly higher in graduate students identifying as lesbian, gay, bisexual, transgender, queer/questioning, and more identities, women, or reported being from a lower socioeconomic background. There were no differences in depression or anxiety symptoms between the type of program (i.e., doctoral or specialist) or years in program. Implications for trainers of school psychology are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

The increase in social media mental health (MH) campaigns provides an opportunity to improve awareness and attitudes toward MH. However, racial disparities remain in these social media campaigns. Black youth who participated in MH social media campaigns reported lower levels of improvement in stigma and help-seeking than their White peers. We employed a youth participatory action research (YPAR) process to expand on a previous community-wide MH social media campaign (A. Thompson et al., 2021), focusing on a Central Midwest community. We studied Black adolescents' perceptions of MH stigma and help-seeking to determine essential features of a culturally responsive MH social media campaign for Black youth. With a lead youth-research collaborator, the research team designed the following two-staged study. The first stage consisted of four semistructured focus group interviews (FGIs) (N = 20), analyzed by using a rapid analysis strategy to obtain results for the development of the campaign. In the second stage, using YPAR's iterative and action-based process, five youth researchers collaborated with the research team on the campaign's design. Following the two stages, the researcher's thematic analysis resulted in three themes: (a) broadening horizons for campaign designers and MH professionals; (b) considering mistrust of schools and school personnel; and (c) diverse experiences, sustainability, and accessibility in a campaign. Findings indicated that while culturally responsive social media campaigns to promote MH can be designed, mistrust of adults in schools is likely to hinder the impact of such campaigns. Implications for school psychology practice and research are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Teachers experience high levels of stress and burnout; however, it is less clear whether teachers also experience high levels of depression and anxiety. The purpose of this systematic review was to describe the literature examining depression and anxiety among K-12 teachers in the United States, with a focus on (a) identifying factors that may be associated with and (b) describing interventions aimed at improving depression and/or anxiety among teachers. A literature search was conducted in January 2022 using APA PsycInfo, ERIC, CINAHL, Web of Science, and PubMed. Studies were eligible if they (a) measured U.S. K-12 teachers as an outcome; (b) measured teacher depression or anxiety; (c) were available in English; and (d) were published between 2000 and 2021. Two coders extracted key study information and assessed the risk of bias using the Newcastle-Ottawa scale for observational studies and the U.S. Preventive Services Task Force checklist for clinical trials. This review included 19 studies (10 cross-sectional, four longitudinal, and five interventions). Studies indicated that teachers may experience greater levels of depression and anxiety than the general population. High perceived stress, poor coping skills, more student problem behaviors, and poor school climate were associated with greater depression and anxiety among teachers. Interventions achieved small to large reductions in depression and anxiety. This review suggests that several factors are related to depression and anxiety among teachers and is limited by the few studies that met the inclusion criteria. Interventions that use multilevel approaches to improve teacher mental health may be needed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

It can be risky to be different. The healthy context paradox notes that a reduction in classroom bullying exacerbates problems for those who remain victimized (Huitsing et al., 2019). The present study extends this work by examining the costs associated with being a victimized social outlier [known also as a "social misfit" (Wright et al., 1986)] in (nonintervention) regular classroom settings, to determine whether students who are outliers in terms of classroom victimization respond with increasing adjustment problems. Participants were 706 public primary and middle school students (ages 9-14 years, M_age = 11.80, SD_age = 1.13) in the United States (80 girls, 85 boys) and Lithuania (259 girls, 282 boys). Peer nominations of physical victimization and disruptiveness along with self-reports of physical victimization, conduct problems, and delinquent behavior were collected twice during an academic year (4 months apart). Longitudinal group actor-partner interdependence model analyses indicated that increases in adjustment problems over the course of the school year were a product of the degree to which a child was a victimized social outlier. Specifically, the discrepancy between individual victimization and classroom victimization norms at the beginning of the school year predicted increases in disruptiveness (d = -0.11), delinquent behavior (d = -0.10), and conduct problems (d = -0.08) from the beginning to the end of the school year. The results are consistent with the assertion that the risks of being a social outlier extend to those who stand apart in terms of their victimization experiences. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

We explored associations among teachers' self-reported enjoyment for teaching mathematics, science, and English language arts and their students' self-reported behavioral engagement in each content area, and how these associations varied depending on student sex and socioeconomic status. Participants included 33 fourth-grade teachers and 443 students from 14 schools in the Southwestern United States. Multiple regression models with cluster robust standard errors was used. Models regressed students' content-area engagement on teachers' content-area enjoyment, controlling for students' initial engagement in that content area and other relevant covariates. Teachers' English language arts and mathematics enjoyment were each positively associated with students' engagement in each content area, and an interaction effect was detected in mathematics whereby lower socioeconomic status students with low-mathematics-enjoyment teachers reported lower mathematics engagement. Findings extend recent research highlighting teachers' emotions, and more specifically positive emotions, as factors that can be leveraged to support student learning, as well as provide more nuanced information about the contexts and student groups for whom these processes may be most relevant. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Few studies have examined the process of the relationship between social support and bystander behavior, and previous research has primarily focused on individual- or group-level correlates of bystander behavior without a full understanding of these correlates and their interactions. To address this research gap, the present study examined whether social support and moral disengagement at the individual level, as well as collective efficacy at the classroom level, were associated with bystander behavior in school bullying situations. Questionnaires were administered to 1,310 elementary school students in Grades 4-6 (M_age = 10.97 ± 0.98 years) from 61 classes in the Zhejiang Province of China. Multilevel moderated mediation analyses revealed that higher levels of social support were directly related to more defender behavior and less reinforcer and outsider behavior, and social support was also related to bystander behavior through the indirect role of moral disengagement. In classrooms with higher levels of collective efficacy to stop peer bullying, students tended to show more defender behavior and less outsider behavior. Higher levels of classroom collective efficacy did not moderate the relationship between moral disengagement and defender behavior, although it did inhibit the reinforcer and outsider behaviors of those with high levels of moral disengagement. This study sheds light on the relationship between multiple factors and bystander behavior at both the individual and classroom levels and contributes to the understanding of school bullying in the context of peer group interactions. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

The goal of the present study was to examine the associations between different dimensions of self-perceptions and academic achievement in Chinese children. Participants were 604 children in Grades 4-7 attending primary and middle schools in mainland China (342 boys, 262 girls; M_age = 11.25 years). Measures of children's self-perceptions and academic achievement were collected via self-reports and school records at two time points over one academic year. Results from cross-lagged panel analysis indicated that after controlling for the effects of gender, grade, and stabilities, Time 1 perceived scholastic competence positively predicted Time 2 academic achievement (β = .08, p < .05), and Time 1 academic achievement predicted Time 2 perceived scholastic competence (β = .10, p < .05). Time 1 perceived athletic competence negatively predicted Time 2 academic achievement (β = -.08, p < .01). The findings provide evidence that self-perceptions have different facets and are differently associated with academic achievement and emphasize the reciprocal predictive relations between perceived scholastic competence and academic achievement and the negative impact of perceived athletic competence self-perception on academic achievement. The implications of these results are discussed in the context of self-development and academic performance within Chinese culture, as well as their educational implications for school practices. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Existing literature has established the effectiveness of school-wide positive behavioral interventions and supports (SWPBIS) for improving school-level student behavioral and academic outcomes. Implementation of SWPBIS in uncontrolled settings is often suboptimal, leading to lackluster outcomes. Researchers have developed and validated several implementation strategies to improve individual-level implementation determinants (e.g., educators' supportive beliefs) to promote the successful delivery of universal programs (e.g., SWPBIS). However, empirical studies are needed to explore the mechanisms of change through which school-level educators' beliefs influence their delivery of SWPBIS. This school-level quasi-experimental study tested a mediational mechanism of change where changes in educators' beliefs work through their intervention fidelity of SWPBIS to influence student outcomes. We delivered the Supportive Belief Intervention (a school-wide implementation strategy used before training to promote educators' supportive beliefs about SWPBIS) and then Tier 1 SWPBIS training to 81 elementary schools serving diverse student populations. At the start of the academic year, school-level educators' beliefs were assessed before the Supportive Belief Intervention. At the end of the academic year, educators' beliefs, intervention fidelity, and rates of student reading proficiency and suspension were assessed. Conditional process analyses with nonparametric bootstrapping (mediational and first stage moderated mediational models) revealed that, at the school level, a larger increase in educators' supportive beliefs was associated with enhanced SWPBIS fidelity and better corollary student outcomes (increased reading proficiency and reduced suspension), while student socioeconomic status moderated the size of the mediation effect. Implications for research and practices about the implementation of SWPBIS and school context were discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

The dual-factor mental health (DFMH) model posits that mental health comprises two distinct yet interrelated dimensions: psychological distress and psychological well-being. This study used responses to a 10-item measure within a self-report risk survey to explore the prevalence rates and criterion validity of a DFMH screening model based on norm-referenced classifications with a nationally representative sample of U.S. children in Grades 5-10 (N = 5,949). Students' responses were classified into one of four possible DFMH statuses: complete mental health, troubled, symptomatic but content, or vulnerable. Results indicated most students were classified as complete mental health (71.2%), followed by symptomatic but content (13.2%), vulnerable (10.6%), and troubled (5.1%), respectively. Criterion validity findings showed students classified in the complete mental health group had the most beneficial concurrent outcomes across several academic, behavioral, and emotional indicators when compared with students in all other DFMH groups. Additionally, students in the symptomatic but content group demonstrated substantively better outcomes than both vulnerable and troubled students, whereas students in the vulnerable group had similar concurrent outcomes compared to those in the troubled group. Overall, results from this study provide further validity evidence supporting the interpretation and use of a DFMH screening model in schools with a nationally representative sample of elementary, middle, and high-school-aged youth. Implications and directions for future research are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Although numerous studies have examined how child demographic characteristics may impact ratings of attention-deficit/hyperactivity disorder (ADHD) symptoms, there is limited research on how these factors are related to ratings of impairment. This study examined child characteristics (assigned sex, age, race, ethnicity) that may affect parent and teacher ratings of ADHD symptom-related impairments in relationships with family and/or teacher, peer relationships, behavior disruption, academic impairment, homework performance, and self-esteem. The study was conducted using independent U.S. national samples of parents (n = 2,075) and teachers (n = 1,070). Informants rated impairments related to inattention and hyperactivity-impulsivity using the ADHD Rating Scale-5. Rasch analyses were used to examine differential item functioning in relation to child characteristics. Separate analyses were conducted for inattention- and hyperactivity-impulsivity-related impairment for both the parent and teacher samples. For teacher ratings, only two items (behavior disruption, homework impairment) demonstrated differential item functioning with intermediate or large effect sizes (≥ .426 logits) in relation to any child characteristic; whereas for parent ratings, all six items displayed differential item functioning with at least intermediate effect sizes in relation to one or more child characteristics. The findings indicated several areas in which child characteristics may have an impact on ratings of ADHD-related impairment, particularly based on parent ratings, which have potential implications for the diagnostic assessment of ADHD and highlight the need for further research. (PsycInfo Database Record (c) 2025 APA, all rights reserved).