{"title":"Perceptions of school climate and depression among Black youth: Do sex and income matter?","authors":"Adrian Gale, Lenna Nepomnyaschy","doi":"10.1037/dev0002054","DOIUrl":null,"url":null,"abstract":"<p><p>Schools play a crucial role in shaping adolescents' development as they navigate the social world beyond their families, with school climate-students' perceptions of the social environment-emerging as a key influence on their mental health outcomes. Previous studies with Black adolescent samples from lower socioeconomic backgrounds have found a link between school climate perceptions and psychological functioning. Black adolescents have been found to perceive a less positive school climate than their peers from other racial backgrounds, leading to increased vulnerability to adverse psychological outcomes. However, the link between school climate perceptions and psychological functioning for Black adolescents from different socioeconomic backgrounds and by child sex is less clear. Using data from the Future of Families and Child Wellbeing Study, we investigated whether (a) school climate perceptions were associated with depressive symptoms and (b) whether sex and socioeconomic status (at the household and neighborhood levels) moderated this link in a sample of approximately 1,700 Black adolescents. These results revealed that more positive school climate perceptions were associated with fewer depressive symptoms among Black youth, with stronger associations for girls and differential effects across neighborhood-level socioeconomic status among boys. Boys in the poorest neighborhoods, who are most vulnerable to poor mental health outcomes, gain the least from a positive school climate compared with girls and boys in wealthier areas. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":" ","pages":""},"PeriodicalIF":3.1000,"publicationDate":"2025-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Developmental Psychology","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1037/dev0002054","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
引用次数: 0
Abstract
Schools play a crucial role in shaping adolescents' development as they navigate the social world beyond their families, with school climate-students' perceptions of the social environment-emerging as a key influence on their mental health outcomes. Previous studies with Black adolescent samples from lower socioeconomic backgrounds have found a link between school climate perceptions and psychological functioning. Black adolescents have been found to perceive a less positive school climate than their peers from other racial backgrounds, leading to increased vulnerability to adverse psychological outcomes. However, the link between school climate perceptions and psychological functioning for Black adolescents from different socioeconomic backgrounds and by child sex is less clear. Using data from the Future of Families and Child Wellbeing Study, we investigated whether (a) school climate perceptions were associated with depressive symptoms and (b) whether sex and socioeconomic status (at the household and neighborhood levels) moderated this link in a sample of approximately 1,700 Black adolescents. These results revealed that more positive school climate perceptions were associated with fewer depressive symptoms among Black youth, with stronger associations for girls and differential effects across neighborhood-level socioeconomic status among boys. Boys in the poorest neighborhoods, who are most vulnerable to poor mental health outcomes, gain the least from a positive school climate compared with girls and boys in wealthier areas. (PsycInfo Database Record (c) 2025 APA, all rights reserved).
期刊介绍：
Developmental Psychology ® publishes articles that significantly advance knowledge and theory about development across the life span. The journal focuses on seminal empirical contributions. The journal occasionally publishes exceptionally strong scholarly reviews and theoretical or methodological articles. Studies of any aspect of psychological development are appropriate, as are studies of the biological, social, and cultural factors that affect development. The journal welcomes not only laboratory-based experimental studies but studies employing other rigorous methodologies, such as ethnographies, field research, and secondary analyses of large data sets. We especially seek submissions in new areas of inquiry and submissions that will address contradictory findings or controversies in the field as well as the generalizability of extant findings in new populations. Although most articles in this journal address human development, studies of other species are appropriate if they have important implications for human development. Submissions can consist of single manuscripts, proposed sections, or short reports.
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
