School climate and well being in early adolescence: A comprehensive model.

This study investigated the relationship between school climate and well-being in early adolescence testing a causal theoretical model (Samdal et al., 2000). A representative sample of 1,347 students (48.6% female) from 82 middle schools filled out a questionnaire based on the WHO-coordinated HBSC survey. Results revealed how perceived school climate and the degree to which students experience it as positive or negative can influence not only their motivation and school satisfaction, but also their lifestyles, health, and quality of life. Overall, the results of this study confirmed the proposed theoretical model, revealing gender differences, and confirming the importance of the role of teachers in conditioning both school climate and the bio-psychosocial well-being of early adolescents. In conclusion, this study provides experimental evidence that contributes to a better understanding of the social processes determining early adolescent well-being.