Protocol - School Social Environment
Description
The protocol includes 39 self-administered questions developed by Zullig et al. (2010). The items are scored with a five-point Likert scale, from strongly disagree to strongly agree, and include eight subscales: teacher relationships, school connectedness, academic support, order and discipline, school physical environment, school social environment, perceived exclusion/privilege, and academic satisfaction. The respondent reviews a list of items and chooses the answer that best relates to himself or herself.
Specific Instructions
None
Availability
Protocol
Teacher Relationships
1. Teachers understand my problems
[ ] Strongly disagree
[ ] Disagree
[ ] Neither agree nor disagree
[ ] Agree
[ ] Strongly agree
2. Teachers and staff seem to take a real interest in my future
[ ] Strongly disagree
[ ] Disagree
[ ] Neither agree nor disagree
[ ] Agree
[ ] Strongly agree
3. Teachers are available when I need to talk with them
[ ] Strongly disagree
[ ] Disagree
[ ] Neither agree nor disagree
[ ] Agree
[ ] Strongly agree
4. It is easy to talk with teachers
[ ] Strongly disagree
[ ] Disagree
[ ] Neither agree nor disagree
[ ] Agree
[ ] Strongly agree
5. Students get along well with teachers
[ ] Strongly disagree
[ ] Disagree
[ ] Neither agree nor disagree
[ ] Agree
[ ] Strongly agree
6. At my school, there is a teacher or some other adult who notices when I’m not there
[ ] Strongly disagree
[ ] Disagree
[ ] Neither agree nor disagree
[ ] Agree
[ ] Strongly agree
7. Teachers at my school help us children with our problems
[ ] Strongly disagree
[ ] Disagree
[ ] Neither agree nor disagree
[ ] Agree
[ ] Strongly agree
8. My teachers care about me
[ ] Strongly disagree
[ ] Disagree
[ ] Neither agree nor disagree
[ ] Agree
[ ] Strongly agree
9. My teacher makes me feel good about myself
[ ] Strongly disagree
[ ] Disagree
[ ] Neither agree nor disagree
[ ] Agree
[ ] Strongly agree
School Connectedness
10. My schoolwork is exciting
[ ] Strongly disagree
[ ] Disagree
[ ] Neither agree nor disagree
[ ] Agree
[ ] Strongly agree
11. Students can make suggestions on courses that are offered
[ ] Strongly disagree
[ ] Disagree
[ ] Neither agree nor disagree
[ ] Agree
[ ] Strongly agree
12. Students are publicly recognized for their outstanding performances in speech, drama, art, music, etc.
[ ] Strongly disagree
[ ] Disagree
[ ] Neither agree nor disagree
[ ] Agree
[ ] Strongly agree
13. If this school had an extra period during the day, I would take an additional academic class
[ ] Strongly disagree
[ ] Disagree
[ ] Neither agree nor disagree
[ ] Agree
[ ] Strongly agree
14. This school makes students enthusiastic about learning
[ ] Strongly disagree
[ ] Disagree
[ ] Neither agree nor disagree
[ ] Agree
[ ] Strongly agree
15. Students are frequently rewarded or praised by faculty and staff for following school rules
[ ] Strongly disagree
[ ] Disagree
[ ] Neither agree nor disagree
[ ] Agree
[ ] Strongly agree
Academic Support
16. I usually understand my homework assignments
[ ] Strongly disagree
[ ] Disagree
[ ] Neither agree nor disagree
[ ] Agree
[ ] Strongly agree
17. Teachers make it clear what work needs to be done to get the grade I want
[ ] Strongly disagree
[ ] Disagree
[ ] Neither agree nor disagree
[ ] Agree
[ ] Strongly agree
18. I believe that teachers expect all students to learn
[ ] Strongly disagree
[ ] Disagree
[ ] Neither agree nor disagree
[ ] Agree
[ ] Strongly agree
19. I feel that I can do well in this school
[ ] Strongly disagree
[ ] Disagree
[ ] Neither agree nor disagree
[ ] Agree
[ ] Strongly agree
20. My teachers believe that I can do well in my school work
[ ] Strongly disagree
[ ] Disagree
[ ] Neither agree nor disagree
[ ] Agree
[ ] Strongly agree
21. I try hard to succeed in my classes
[ ] Strongly disagree
[ ] Disagree
[ ] Neither agree nor disagree
[ ] Agree
[ ] Strongly agree
Order and Discipline
22. Classroom rules are applied equally
[ ] Strongly disagree
[ ] Disagree
[ ] Neither agree nor disagree
[ ] Agree
[ ] Strongly agree
23. Problems in this school are solved by students and staff
[ ] Strongly disagree
[ ] Disagree
[ ] Neither agree nor disagree
[ ] Agree
[ ] Strongly agree
24. Students get in trouble if they do not follow school rules
[ ] Strongly disagree
[ ] Disagree
[ ] Neither agree nor disagree
[ ] Agree
[ ] Strongly agree
25. The rules of the school are fair
[ ] Strongly disagree
[ ] Disagree
[ ] Neither agree nor disagree
[ ] Agree
[ ] Strongly agree
26. School rules are enforced consistently and fairly
[ ] Strongly disagree
[ ] Disagree
[ ] Neither agree nor disagree
[ ] Agree
[ ] Strongly agree
27. My teachers make it clear to me when I have misbehaved in class
[ ] Strongly disagree
[ ] Disagree
[ ] Neither agree nor disagree
[ ] Agree
[ ] Strongly agree
28. Discipline is fair
[ ] Strongly disagree
[ ] Disagree
[ ] Neither agree nor disagree
[ ] Agree
[ ] Strongly agree
School Physical Environment
29. The school grounds are kept clean
[ ] Strongly disagree
[ ] Disagree
[ ] Neither agree nor disagree
[ ] Agree
[ ] Strongly agree
30. My school is neat and clean
[ ] Strongly disagree
[ ] Disagree
[ ] Neither agree nor disagree
[ ] Agree
[ ] Strongly agree
31. My school buildings are generally pleasant and well maintained
[ ] Strongly disagree
[ ] Disagree
[ ] Neither agree nor disagree
[ ] Agree
[ ] Strongly agree
32. My school is usually clean and tidy
[ ] Strongly disagree
[ ] Disagree
[ ] Neither agree nor disagree
[ ] Agree
[ ] Strongly agree
School Social Environment
33. I am happy with kinds of students who go to my school
[ ] Strongly disagree
[ ] Disagree
[ ] Neither agree nor disagree
[ ] Agree
[ ] Strongly agree
34. I am happy, in general, with the other students who go to my school
[ ] Strongly disagree
[ ] Disagree
[ ] Neither agree nor disagree
[ ] Agree
[ ] Strongly agree
Perceived Exclusion/Privilege
35. At my school, the same person always gets to help the teacher
[ ] Strongly disagree
[ ] Disagree
[ ] Neither agree nor disagree
[ ] Agree
[ ] Strongly agree
36. At my school, the same kids get chosen every time to take part in after-school or special activities
[ ] Strongly disagree
[ ] Disagree
[ ] Neither agree nor disagree
[ ] Agree
[ ] Strongly agree
37. The same kids always get to use things, like a computer, a ball or a piano, when we play
[ ] Strongly disagree
[ ] Disagree
[ ] Neither agree nor disagree
[ ] Agree
[ ] Strongly agree
Academic Satisfaction
38. I am happy about the number of tests I have
[ ] Strongly disagree
[ ] Disagree
[ ] Neither agree nor disagree
[ ] Agree
[ ] Strongly agree
39. I am happy about the amount of homework I have
[ ] Strongly disagree
[ ] Disagree
[ ] Neither agree nor disagree
[ ] Agree
[ ] Strongly agree
Personnel and Training Required
No specific training is needed if data are collected through a self-administered questionnaire
Equipment Needs
These questions can be administered in a computerized or noncomputerized format (i.e., paper-and pencil instrument). Computer software is necessary to develop computer-assisted instruments. The interviewer will require a laptop computer or handheld computer to administer or to allow the respondent to self-administer a computer-assisted questionnaire.
Requirements
| Requirement Category | Required |
|---|---|
| Major equipment | No |
| Specialized training | No |
| Specialized requirements for biospecimen collection | No |
| Average time of greater than 15 minutes in an unaffected individual | No |
Mode of Administration
Self-administered questionnaire
Lifestage
Child, Adolescent
Participants
Adolescents, aged 12-18 years old
Selection Rationale
The Zullig et al. (2010) scale was selected from among many available because it is a validated and reliable protocol that measures several traditional subcomponents of the more-comprehensive school social environment and that is easy and inexpensive to administer.
Language
Chinese, English
Standards
| Standard | Name | ID | Source |
|---|---|---|---|
| Logical Observation Identifiers Names and Codes (LOINC) | School social environ proto | 63030-1 | LOINC |
| caDSR Form | PhenX PX211001 - School Social Environment | 6197312 | caDSR Form |
Derived Variables
None
Process and Review
The Expert Review Panel #2 (ERP 2) reviewed the measures in the Demographics, Environmental Exposures, and Social Environments domains.
Guidance from ERP 2 includes:
• Revised descriptions of the measure
Back-compatible: no changes to Data Dictionary
Previous version in Toolkit archive (link)
Protocol Name from Source
Aullig, K., et al. School climate: Historical review, instrument development, and school assessment. J. Psychoeduc. Assess, 2010
Source
Zullig, K. J., Collins, R., Ghani, N., Hunter, A. A., Patton, J.M., Huebner, E. S., Zhang, J. (2015). Preliminary development of a revised version of the School Climate Measure. Psychological Assessment, 27(3): 1072-1081.
Zullig, K. J., Collins, R., Ghani, N., Patton, J. M., Huebner, E. S., & Ajamie, J. (2014). Psychometric support of the School Climate Measure in a large, diverse sample of adolescents: A replication and extension. Journal of School Health, 84(2), 82-90.
Zullig, K. J., Huebner, E. S., & Patton, J. M. (2011). Relationships among school climate domains and school satisfaction: further validation of the School Climate Measure. Psychology in the Schools, 48(2), 133-145.
Zullig, K., Koopman, T., Patton, J., & Ubbes, V. (2010). School climate: Historical review, instrument development, and school assessment. Journal of Psychoeducational Assessment, 28(2), 139-152.
General References
Hicks, B. M., South, S. C., DiRago, A. C., Iacono, W. G., & McGue, M. (2009). Environmental adversity and increasing genetic risk for externalizing disorders. Archives of General Psychiatry, 66(6), 640-648.
Jacobson, K. C., & Rowe, D. C. (1999). Genetic and environmental influences on the relationships between family connectedness, school connectedness, and adolescent depressed mood: Sex differences. Developmental Psychology, 35, 926-939.
McNeely, C., & Falci, C. (2004). School connectedness and the transition into and out of health-risk behavior among adolescents: A comparison of social belonging and teacher support. Journal of School Health, 74, 284-292.
Protocol ID
211001
Variables
Export Variables| Variable Name | Variable ID | Variable Description | dbGaP Mapping | |
|---|---|---|---|---|
| PX211001_Classroom_Rules_Applied_Equally | ||||
| PX211001220000 | Classroom rules are applied equally | N/A | ||
| PX211001_Clear_Expectations_For_Grades | ||||
| PX211001170000 | Teachers make it clear what work needs to be more | N/A | ||
| PX211001_Discipline_Is_Fair | ||||
| PX211001280000 | Discipline is fair | N/A | ||
| PX211001_Do_Well_In_School | ||||
| PX211001190000 | I feel that I can do well in this school | N/A | ||
| PX211001_Easy_To_Talk_With_Teachers | ||||
| PX211001040000 | It is easy to talk with teachers | Variable Mapping | ||
| PX211001_Exciting_Schoolwork | ||||
| PX211001100000 | My schoolwork is exciting | N/A | ||
| PX211001_Happy_About_Amount_Of_Homework | ||||
| PX211001390000 | I am happy about the amount of homework I have | N/A | ||
| PX211001_Happy_About_Number_Tests | ||||
| PX211001380000 | I am happy about the number of tests I have | N/A | ||
| PX211001_Happy_With_Kinds_Of_Schoolmates | ||||
| PX211001330000 | I am happy with kinds of students who go to more | N/A | ||
| PX211001_Happy_With_Other_Students | ||||
| PX211001340000 | I am happy, in general, with the other more | N/A | ||
| PX211001_Problems_Solved_By_Staff_Students | ||||
| PX211001230000 | Problems in this school are solved by more | N/A | ||
| PX211001_Same_Kids_Chosen_Special_Activities | ||||
| PX211001360000 | At my school, the same kids get chosen every more | N/A | ||
| PX211001_Same_Kids_Use_Resources | ||||
| PX211001370000 | The same kids always get to use things, like more | N/A | ||
| PX211001_Same_Person_Helps_Teacher | ||||
| PX211001350000 | At my school, the same person always gets to more | N/A | ||
| PX211001_Schools_Makes_Students_Enthusiastic | ||||
| PX211001140000 | This school makes students enthusiastic more | N/A | ||
| PX211001_School_Buildings_Pleasant_Maintained | ||||
| PX211001310000 | My school buildings are generally pleasant more | N/A | ||
| PX211001_School_Grounds_Kept_Clean | ||||
| PX211001290000 | The school grounds are kept clean | N/A | ||
| PX211001_School_Neat_Clean | ||||
| PX211001300000 | My school is neat and clean | N/A | ||
| PX211001_School_Rules_Are_Fair | ||||
| PX211001250000 | The rules of the school are fair | N/A | ||
| PX211001_School_Rules_Enforced_Fairly_Consistently | ||||
| PX211001260000 | School rules are enforced consistently and fairly | N/A | ||
| PX211001_School_Usually_Clean_Tidy | ||||
| PX211001320000 | My school is usually clean and tidy | N/A | ||
| PX211001_Students_Get_Along_With_Teachers | ||||
| PX211001050000 | Students get along well with teachers | Variable Mapping | ||
| PX211001_Students_Influence_Offered_Courses | ||||
| PX211001110000 | Students can make suggestions on courses more | N/A | ||
| PX211001_Students_Punished_Not_Following_Rules | ||||
| PX211001240000 | Students get in trouble if they do not more | N/A | ||
| PX211001_Students_Recognized_For_Arts | ||||
| PX211001120000 | Students are publicly recognized for their more | N/A | ||
| PX211001_Students_Recognized_For_Following_Rules | ||||
| PX211001150000 | Students are frequently rewarded or praised more | N/A | ||
| PX211001_Take_Additional_Classes | ||||
| PX211001130000 | If this school had an extra period during more | N/A | ||
| PX211001_Teachers_Available_To_Talk | ||||
| PX211001030000 | Teachers are available when I need to talk more | Variable Mapping | ||
| PX211001_Teachers_Believe_In_Students_Abilities | ||||
| PX211001200000 | My teachers believe that I can do well in my more | N/A | ||
| PX211001_Teachers_Call_Out_Class_Misbehavior | ||||
| PX211001270000 | My teachers make it clear to me when I have more | N/A | ||
| PX211001_Teachers_Care | ||||
| PX211001080000 | My teachers care about me | N/A | ||
| PX211001_Teachers_Expect_Students_To_Learn | ||||
| PX211001180000 | I believe that teachers expect all students more | N/A | ||
| PX211001_Teachers_Feel_Good | ||||
| PX211001090000 | My teacher makes me feel good about myself | Variable Mapping | ||
| PX211001_Teachers_Help_With_Problems | ||||
| PX211001070000 | Teachers at my school help us children with more | Variable Mapping | ||
| PX211001_Teachers_Notice_Truancy | ||||
| PX211001060000 | At my school, there is a teacher or some more | N/A | ||
| PX211001_Teacher_Interested_In_Future | ||||
| PX211001020000 | Teachers and staff seem to take a real more | Variable Mapping | ||
| PX211001_Teacher_Understands_Problems | ||||
| PX211001010000 | Teachers understand my problems | Variable Mapping | ||
| PX211001_Try_To_Succeed | ||||
| PX211001210000 | I try hard to succeed in my classes | N/A | ||
| PX211001_Understand_Homework | ||||
| PX211001160000 | I usually understand my homework assignments | N/A | ||
Measure Name
School Social Environment
Release Date
October 8, 2010
Definition
This measure is a questionnaire to assess an adolescent respondent’s perceptions of the quality and character of his or her school social environment, which in educational literature most frequently is referenced as school climate.
Purpose
This measure can be used to evaluate the quality of a school’s social environment by collecting information on an adolescent’s self-perception of his or her school life experiences. School social environments that adversely affect the mental health of young people may externalize disorders. Hicks et al. (2009) found consistent patterns of gene-environment interplay between externalizing disorders (antisocial behavior and substance use) and several environmental risk factors, including academic achievement and engagement, antisocial and prosocial peer affiliations, mother-child and father-child relationship problems, and stressful life events. Except for parent relationship problems, these measured risk factors may be influenced markedly by exposure to unique school social environments (often referenced as school climate) every school day for up to 13 formative years, during which children and adolescents may be particularly susceptible.
Keywords
Social environments, schools, teacher relationships, school connectedness, academic support, order and discipline, school physical environment, school social environment, perceived exclusion, privilege, academic satisfaction
Measure Protocols
| Protocol ID | Protocol Name |
|---|---|
| 211001 | School Social Environment |
Publications
Zhang, H., et al. (2020) Parental and social factors in relation to child psychopathology, behavior, and cognitive function. Translational Psychiatry. 2020 February; 10(1): Article number: 80. doi: 10.1038/s41398-020-0761-6
Zucker, R. A, et al. (2018) Assessment of culture and environment in the Adolescent Brain and Cognitive Development Study: Rationale, description of measures, and early data. Dev Cogn Neurosci. 2018 August; 32: 107-120. doi: 10.1016/j.dcn.2018.03.004
Zullig, K. J., et al. (2017) Preliminary Development of the Student Perceptions of School Safety Officers Scale. Journal of School Violence. 2017 January; 16(1): 104-118. doi: 10.1080/15388220.2015.1116994
Zullig, K.J., Collins, R., Ghani, N., Patton, J.M., Huebner, E.S., Ajamie, J. (2014) Psychometric Support of the School Climate Measure in a Large, Diverse Sample of Adolescents: A Replication and Extension. J Sch Health. 2014 February; 84(2): 82-90. doi: 10.1111/josh.12124