Lacking material resources in a classroom and having a teacher who does not feel supported by their counterparts can have a detrimental affect on the mental health of school children, a new report suggests.
The report, published in this month’s Journal of Health and Social Behavior, focuses upon the emotional and behavioral well-being of first graders in correlation to their experiences in the school environment. Researchers discovered children whose teachers felt a lack of respect by their colleagues, and those who had less than adequate access to basic material resources such as pens, art supplies and even heat, were more likely to exhibit emotional or behavioral problems.
The study investigated four aspects of mental health issues within first graders. Considering learning, externalizing problems, internalizing problems and interpersonal relationships, the researchers discovered children with negative classroom environments expressed more prominent mental health issues across all four components that children experiencing positive learning environments.
Study: Negative classroom environment adversely affects children’s mental health
Negatives include inadequate resources, teachers who feel colleagues don’t respect them
Children in classrooms with inadequate material resources and children whose teachers feel they are not respected by colleagues exhibit more mental health problems than students in classrooms without these issues, finds a new study in the March issue of the Journal of Health and Social Behavior.
“Sociologists and other researchers spend a lot of time looking at work environments and how they are linked to the mental health of adults, but we pay less attention to the relationship between kids’ well-being and their ‘work’ environments—namely their schools and more specifically their classrooms,” said Melissa A. Milkie, a sociology professor at the University of Maryland, who led the study. “Our research shows that the classroom environment really matters when it comes to children’s mental health.”
According to Milkie, who co-authored the study, “Classroom Learning Environments and the Mental Health of First Grade Children,” with Catharine H. Warner, a sociology PhD candidate at the University of Maryland, policymakers typically measure school quality and teacher effectiveness in terms of academic outcomes such as test scores. But, Milkie said, their study demonstrates that schools and teachers also impact children’s mental health, making it a barometer that deserves more attention.
“I think parents care a lot about their children’s mental health—their emotional and behavioral well being—but we as a society don’t tend to focus on that as an important educational outcome nearly as much as we talk about and think about academic outcomes,” said Milkie.
The study relies on a nationally representative sample of approximately 10,700 first graders, whose parents and teachers were interviewed.
As part of their study, the authors considered how the classroom environment impacted four components of mental health: learning (e.g., attentiveness), externalizing problems (e.g., fights), interpersonal behavior (e.g., forming friendships), and internalizing problems (e.g., anxiety and sadness).
Children in classrooms with inadequate material resources and children whose teachers felt their colleagues did not respect them experienced worse mental health across all four measures.
The material resources ranged from basics such as paper, pencils, and heat to child-friendly furnishings, computers, musical instruments, and art supplies.
“Being in a classroom with a lack of resources might adversely impact children’s mental health because children are frustrated or disheartened by their surroundings,” Milkie said. “Teachers also may be more discouraged or harsh when they can’t teach properly due to the fact that they are missing key elements.”
Regarding children whose teachers felt their colleagues did not respect them, Milkie suggested there is an adverse trickle down effect on students.
“For teachers to get the support and encouragement that they need from colleagues, including the principal, is likely important for whether the teachers are able to create a classroom climate that helps children thrive,” Milkie said. “If teachers are feeling stressed out because they aren’t getting what they need from their colleagues, that stress may carry over to the kids.”
While the study focuses on first graders, Milkie expects similar results for older children. “I would be surprised if there were different findings for older children, but our study only looks at first graders so we can’t be certain,” Milkie said.
Contact: Daniel Fowler
Source: American Sociological Association