Journal of School Psychology最新文献_第2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

Journal of School Psychology Pub Date : 2025-05-20 DOI: 10.1016/j.jsp.2025.101456

Hui Wang , Anne C. Frenzel

{"title":"“Exhaustive but effective”: A multi-site study investigating the profiles of teachers' emotions and emotional labor","authors":"Hui Wang , Anne C. Frenzel","doi":"10.1016/j.jsp.2025.101456","DOIUrl":"10.1016/j.jsp.2025.101456","url":null,"abstract":"<div><div>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 (<em>N</em><sub>students</sub> = 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.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101456"},"PeriodicalIF":3.8,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144089648","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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

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

{"title":"A (very brief) scoping review: Where is school psychology's literature on Jews and antisemitism in the United States?","authors":"Sally L. Grapin, Brianna G. Badolato, Peter D. Goldie","doi":"10.1016/j.jsp.2025.101467","DOIUrl":"10.1016/j.jsp.2025.101467","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101467"},"PeriodicalIF":3.8,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144089649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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

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

{"title":"The child and adolescent social support scale: Assessing four types of perceived support from five sources","authors":"Kara M. Styck , Sandra Y. Rueger , Christine K. Malecki , Michelle K. Demaray , Andrew E.W. Slany , Yoonsun Pyun , Matthew J. Geisler , Margaret K. Kassel","doi":"10.1016/j.jsp.2025.101464","DOIUrl":"10.1016/j.jsp.2025.101464","url":null,"abstract":"<div><div>The <em>Child and Adolescent Social Support Scale</em> (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 (<em>N</em> = 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.</div><div><em>Significance Statement</em>: 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.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101464"},"PeriodicalIF":3.8,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144084756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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

IF 3.8 1区心理学

Journal of School Psychology Pub Date : 2025-05-14 DOI: 10.1016/j.jsp.2025.101454

Chunyan Yang , Sarah Manchanda , Maedeh Golshirazi

{"title":"The collective edge: Multilevel roles of collective efficacy, Social and Emotional Learning (SEL) Competencies, and demographics in influencing teachers' compassion fatigue and satisfaction","authors":"Chunyan Yang , Sarah Manchanda , Maedeh Golshirazi","doi":"10.1016/j.jsp.2025.101454","DOIUrl":"10.1016/j.jsp.2025.101454","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101454"},"PeriodicalIF":3.8,"publicationDate":"2025-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143943553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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

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

{"title":"Participatory reading research: Development and application of the bilingual reading intervention targeting tool","authors":"Kirsten W. Newell , Israel Arevalo , Kathrin E. Maki , Anne F. Zaslofsky","doi":"10.1016/j.jsp.2025.101460","DOIUrl":"10.1016/j.jsp.2025.101460","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101460"},"PeriodicalIF":3.8,"publicationDate":"2025-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143928410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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

Journal of School Psychology Pub Date : 2025-05-09 DOI: 10.1016/j.jsp.2025.101455

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

{"title":"Replication using confirmatory latent class analysis: A school climate example","authors":"Lisa S. Romero , Meagan O'Malley , Delwin Carter","doi":"10.1016/j.jsp.2025.101455","DOIUrl":"10.1016/j.jsp.2025.101455","url":null,"abstract":"<div><div>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 (<em>n</em> = 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.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101455"},"PeriodicalIF":3.8,"publicationDate":"2025-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143928409","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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

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

{"title":"Effects of V-COACH, a virtual coaching model in supporting pre-service teachers' implementation of a virtual evidence-based reading intervention","authors":"Jesslyn M. Durling , John C. Begeny , Jiayi Wang , C. Shannon O'Neal , Shobana Musti","doi":"10.1016/j.jsp.2025.101466","DOIUrl":"10.1016/j.jsp.2025.101466","url":null,"abstract":"<div><div>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 <em>virtual COACH</em>) 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.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101466"},"PeriodicalIF":3.8,"publicationDate":"2025-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143928407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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

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

{"title":"A pilot study of a game-supported organization and planning skills intervention for young adolescents with ADHD","authors":"Brandon K. Schultz , Steven W. Evans , Alexander M. Schoemann , Emma R. Murray","doi":"10.1016/j.jsp.2025.101465","DOIUrl":"10.1016/j.jsp.2025.101465","url":null,"abstract":"<div><div>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<sub>p</sub><sup>2</sup> = 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<sub>p</sub><sup>2</sup> = 0.09 to 0.59). Implications of our findings and the contributions of the Bayesian analytic approach are highlighted.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101465"},"PeriodicalIF":3.8,"publicationDate":"2025-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143928408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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

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

{"title":"Beyond self-care: Developing a climate survey for school psychology programs","authors":"Marie L. Tanaka , Tara Kulkarni , Miranda R. Zahn , Alexandria C. Robers , Heather Thompson , Kaitlyn M. Young","doi":"10.1016/j.jsp.2025.101457","DOIUrl":"10.1016/j.jsp.2025.101457","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101457"},"PeriodicalIF":3.8,"publicationDate":"2025-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143918503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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

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

{"title":"A review of research on the school climate of transgender middle and high schoolers: An ecological-transactional approach","authors":"Stephan Scrofani , Carol Lynn Martin , Sarah Lindstrom Johnson , Sabina Low , Dawn DeLay","doi":"10.1016/j.jsp.2025.101459","DOIUrl":"10.1016/j.jsp.2025.101459","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":48232,"journal":{"name":"Journal of School Psychology","volume":"110 ","pages":"Article 101459"},"PeriodicalIF":3.8,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143892200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0