The relationship between school climate and psychological distress among university freshmen

Abstract This study aimed to identify the latent profiles of psychological distress among university freshmen and to explore the longitudinal relationship between school climate and psychological distress. Study 1 conducted a cross-sectional survey of freshmen (age: M = 18.81, SD = 0.90; N = 4232) and used latent profile analysis to identify categories of psychological distress. Study 2 carried out a three-month, two-wave longitudinal survey of freshmen (age: M = 18.02, SD = 1.14; N = 511) and employed a cross-lagged model to analyze the bidirectional relationship between school climate and psychological distress. Study 1 identified three distinct psychological distress profiles: the Well-Adapted Group (47%), the Moderately-Adapted Group (42%), and the Psychological Distress Group (11%). Both teacher support and peer support were significantly associated with lower odds of adaptation difficulties and psychological distress, with peer support showing the strongest negative predictive correlation. Opportunities for autonomy displayed a divergent predictive pattern: they failed to significantly predict membership in the moderately-adapted group, yet significantly and positively predicted classification into the psychological distress group. Study 2 revealed bidirectional predictive associations between teacher support, peer support and psychological distress. Opportunities for autonomy negatively predicted psychological distress, whereas the reverse predictive path from psychological distress to opportunities for autonomy was non-significant. A positive school climate is closely associated with better psychological adaptation among university freshmen. Universities should strengthen teacher and peer support and provide appropriate opportunities for autonomy to promote the mental health of freshmen.