School and student characteristics related to primary and secondary school students’ social–emotional functioning

Introduction A healthy social–emotional functioning is vital for students’ general development and wellbeing. The school environment is a major determinant of social–emotional functioning, yet little is known about school-level and student-level characteristics related to healthy social–emotional functioning. In this study, we examined school-level characteristics (school size, school disadvantage score, urbanization level, and school denomination) and student-level characteristics (grade, secondary school track, participation in a COVID-19-related catch-up program, and measurement moment - during or after COVID-19) as predictors of students’ motivation for school, academic self-concept, social acceptance, and school wellbeing. Methods In school year 2020–2021, just after the first Covid-19 outbreak, 3,764 parents of primary school students from 242 Dutch primary schools and 2,545 secondary school students from 62 secondary schools filled out online questionnaires, before and after a Covid-19 related catch-up program was implemented at their school. Reliable and validated questionnaires were used to assess students’ motivation (Intrinsic Motivation Inventory), academic self-concept (Harter Self Perception Profile for Children; Self-Description Questionnaire-II), school wellbeing (Dutch School Questionnaire) and social acceptance (PRIMA Social Acceptance Questionnaire). School characteristics were derived from online databases. Student participation in a catch-up program and measurement moment (before or after the program) were taken into account. Data was analyzed via multilevel General Linear Mixed Models, separately for primary and secondary education. Results Of the school-level factors, only school disadvantage score was a significant predictor, specifically for primary school students’ motivation. Of the student-level characteristics, grade and catch-up participation were significant predictors of lower motivation, academic self-concept and school-wellbeing in primary school. In secondary school, students in higher grades had significantly lower motivation and school wellbeing; participants in catch-up program had a significantly lower academic self-concept; and perceived social-acceptance and school wellbeing were significantly lower just after COVID-19. Conclusion School-level characteristics only played a minor role in explaining differences in students’ social–emotional functioning. In both primary and secondary education, students in higher grades and participating in catch-up programs scored lower on their social–emotional functioning. Schools should be aware of students in higher grades being at risk for more problems in their social–emotional functioning.