Mental health problems are a serious public health concern, especially among adolescents. Research empathizes the key role of the school context to promote the wellbeing of students. This contribution discusses findings of a study aimed at exploring the associations between student’ mental health, teacher-student relationships and school climate. The sample included 3868 adolescents attending high school in Italy (14-18 years). The Mental Health Continuum-Short Form (Keyes, 2002) was administered to assess students’ mental health. The quality of the teacher-student relationship was assessed using the Student-Teacher Relationship Questionnaire (Murray & Greenberg, 2001), and students’ school climate perception was measured using the Sense of Community in the School questionnaire (Samdal at al., 1998). Mean levels of students’ mental health, teacher-student relationships perceptions and school climate significantly decreased over time. Furthermore, gender differences were observed with males showing significantly greater levels of mental health, school climate and teachers-student relationship (from p>0.02 to p>0.0001). The findings provide important implications emphasizing that students’ mental health is significantly associated with student-teacher relationship and school climate. Results will be also discussed in the light of adolescence developmental tasks.

Cavioni, V., Agliati, A., Grazzani, I. (2019). Exploring mental health in schools among adolescents in Italy. Intervento presentato a: 7th European Network for Social and Emotional Conference “Well-being and Social, Emotional Development”, Budapest.

Exploring mental health in schools among adolescents in Italy

Cavioni, V;Agliati, A;Grazzani, I
2019

Abstract

Mental health problems are a serious public health concern, especially among adolescents. Research empathizes the key role of the school context to promote the wellbeing of students. This contribution discusses findings of a study aimed at exploring the associations between student’ mental health, teacher-student relationships and school climate. The sample included 3868 adolescents attending high school in Italy (14-18 years). The Mental Health Continuum-Short Form (Keyes, 2002) was administered to assess students’ mental health. The quality of the teacher-student relationship was assessed using the Student-Teacher Relationship Questionnaire (Murray & Greenberg, 2001), and students’ school climate perception was measured using the Sense of Community in the School questionnaire (Samdal at al., 1998). Mean levels of students’ mental health, teacher-student relationships perceptions and school climate significantly decreased over time. Furthermore, gender differences were observed with males showing significantly greater levels of mental health, school climate and teachers-student relationship (from p>0.02 to p>0.0001). The findings provide important implications emphasizing that students’ mental health is significantly associated with student-teacher relationship and school climate. Results will be also discussed in the light of adolescence developmental tasks.
poster
adolescents mental health; teacher-student relationship; school wellbeing; school climate
English
7th European Network for Social and Emotional Conference “Well-being and Social, Emotional Development”
2019
978-963-284-904-1
2019
137
137
none
Cavioni, V., Agliati, A., Grazzani, I. (2019). Exploring mental health in schools among adolescents in Italy. Intervento presentato a: 7th European Network for Social and Emotional Conference “Well-being and Social, Emotional Development”, Budapest.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10281/241532
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