Document Type
Article
Publication Date
2-21-2018
Abstract
Drawing from the 2013-2014 and 2014-2015 administrations of the California Healthy Kids Survey, this study explored the relationships between school climate and depression tendency and suicidal ideation among foster youth in California public schools. This research also evaluated the data for the secondary purpose of examining the possible differences in the levels of depression tendency and suicidal ideation among foster youth by race and gender. Findings indicated a positive school climate is associated with lower rates of depression tendency and suicidal ideation among foster youth. In addition, female foster youth reported higher rates of depression tendency and suicidal ideation when compared to their male counterparts. We also discovered foster youth of color were significantly less likely to report depression tendency and suicidal ideation than their White peers. Results of this study stand to inform current and future school-based programs and supports for foster youth.
Recommended Citation
Shim-Pelayo, H., & De Pedro, K. T. (2018). The role of school climate in rates of depression and suicidal ideation among school-attending foster youth in California public schools. Children and Youth Services Review. doi:10.1016/j.childyouth.2018.02.033
Peer Reviewed
1
Copyright
Elsevier
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Included in
Curriculum and Social Inquiry Commons, Educational Assessment, Evaluation, and Research Commons, Educational Sociology Commons, Inequality and Stratification Commons, Other Education Commons, Race and Ethnicity Commons
Comments
NOTICE: this is the author’s version of a work that was accepted for publication in Children and Youth Services Review. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version will be subsequently published in Children and Youth Services Review, in 2018. DOI: 10.1016/j.childyouth.2018.02.033
The Creative Commons license below applies only to this version of the article.