1 - (SYM 34) Dimensions of School Climate and Psychological Wellbeing for Adolescents with and Without ADHD: A Longitudinal Study

Background:  Our understanding of the role of school climate for students with ADHD remains limited, despite increasing recognition that a positive school climate is essential for fostering student wellbeing and achievement (Cornell & Mayer, 2010). Indeed, while ADHD is a risk-factor for high school dropout (Fredriksen, 2014), some evidence shows a positive school climate significantly predicts school retention for students with ADHD (Janikowski, 2000).

Objectives:  This study is the first to evaluate latent profiles of student experiences of school climate as predictors of wellbeing and achievement for adolescents with ADHD. We examined these associations both cross-sectionally and longitudinally for students in 8^th-10^th grade, and whether these relations differ for adolescents with or without ADHD. 

Method:  Participants included adolescents with (n=162) and without (n=140) ADHD (44.7% female; 82% White). School climate was measured with the Authoritative School Climate Survey (Cornell, 2015) subscales. Parent, adolescent, and teacher ratings and school records were used to measure six key indices of student wellbeing/achievement. Data were collected in the spring of 8^th grade (T1) and fall of 10^th grade (T2). 

Results:  Latent class analyses revealed three profiles: low (7-8%), medium (63%), and high (29-30%) experiences of positive school climate at T1 and T2. At T1, students in the med/high versus low group had significantly higher GPAs (bs=0.72-1.2) and academic motivation (b=0.7; all ps<.05). At T2, students in the med/high versus low group had significantly better homework performance (b=0.06), higher quality friendships (b=0.06-1.04), fewer mental health symptoms (b=-.27 to -1.54), and higher GPAs (bs=0.93-1.46; all ps< .02). ADHD status was not significant across analyses (p>.11), except for the association between school climate to academic motivation at T5 (p=.05). Latent transition analyses will be conducted to examine whether and to what extent wellbeing outcomes differ longitudinally for students who “stay” versus “move” between profiles across time. 

Conclusions:  Findings underscore that student experiences of school climate strongly predict multiple indices of wellbeing/achievement regardless of ADHD status. Future directions focus on how existing ADHD interventions can be modified to focus not only on the individual, but also on structural factors in schools that predict a positive school climate.