School climate and student absenteeism and internalizing and externalizing behavioral problems
Abstract
This study examined whether school climate variables were directly and inversely related to absenteeism severity and key symptoms of psychopathology among youths specifically referred for problematic attendance (N = 398). Adolescents in our sample completed the School Climate Survey Revised Edition, which measured sharing of resources, order and discipline, parent involvement, student interpersonal relations, and student–teacher relations. Parents completed the Revised Child Anxiety and Depression Scale and Conners’ Parent Rating Scale–Revised: Long to measure child anxiety, depression, and oppositional behavior. Measures were completed within the context of a family courts and services center or a truancy diversion program. Structural equation models revealed an inverse relationship between school climate variables and absenteeism severity as well as anxiety, depression, and oppositional behavior. Models were especially pertinent to older youths and to male youths. As predicted, alternative models for separation anxiety, perfectionism, and cognitive problems and inattention did not meet goodness-of-fit criteria. Findings generally support previous work that focused on broader samples of middle and high school youths. The results may have implications for preventive strategies for youths with problematic absenteeism.
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Categories of risk and contextual factors for SA/A are sometimes studied singularly, though many recent approaches have utilized more sophisticated multilevel modeling and related statistical procedures to examine these categories collectively.
“Categories of risk and contextual factors for SA/A are sometimes studied singularly (e.g., Hendron and Kearney, 2016), though many recent approaches have utilized more sophisticated multilevel modeling and related statistical procedures to examine these categories collectively (Dembo et al., 2016; Van Eck et al., 2017; Ramberg et al., 2019).”
From Reconciling Contemporary Approaches to School Attendance and School Absenteeism: Toward Promotion and Nimble Response, Global Policy Review and Implementation, and Future Adaptability (Part 1) (2019) · cites this paper as Hendron and Kearney, 2016
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- Authors
- Hendron, M., & Kearney, C. A.
- Affiliations
- University of Nevada, Las Vegas (US)
- Corresponding author
- Hendron, Marisa
- Venue
- Children & Schools
- Publisher
- Oxford University Press (OUP)
- Published
- 2016-02-09
- Volume
- 38
- Issue
- 2
- Pages
- 109-116
- ISSN
- 0162-7961 (ISSN-L)
- 1532-8759
- 1545-682X
- OpenAlex
- W2305823212
- Cited by
- 106
- References
- 39
- Citations by year
- 2026: 12 · 2025: 15 · 2024: 14 · 2023: 8 · 2022: 13 · 2021: 10 · 2020: 17 · 2019: 8 · 2018: 6 · 2017: 3
- FWCI
- 25.16
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Children & Schools (publishedVersion)
- HighWire Press Open Archive (submittedVersion)
- Topics
- Social Sciences › Education › Youth Substance Use and School Attendance
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Health Sciences › Health Professions › Speech and Hearing › School Health and Nursing Education
- Keywords
- school climate, school absenteeism, truancy, internalizing problems, externalizing problems, anxiety, depression, oppositional behavior, teacher-student relationship, parental involvement, adolescent psychopathology
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