Critical Review: Secondary School Climate and Adolescents’ Emotional Well-Being
Bibliographic record
Abstract
The social and emotional health of adolescents is increasingly a concern worldwide. To date, there remains a lack of research on how school climate influences adolescents’ learning experiences and their social and emotional health. To address this gap in the literature, this critical review addresses the role that the school climate plays in an adolescent’s school life and emotional well-being. This article takes a critical approach and outlines the key issues in research on the secondary school climate in the digital and real-life sense and the implications for adolescent’s well-being. We first outline the definitional and methodological issues regarding research on school climate in adolescence. We then outline why mental health is a key issue for adolescents across the globe and conclude with a list of implications for theory, research, and practice. Thus, this article builds on past, current, and ongoing research on adolescents’ emotional well-being and school climate across the globe. The article provides new directions and recommendations for future research on inclusive educational philosophies and positive psychology and suggestions for practice aimed to best support adolescents’ learning experience and mental well-being.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.008 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".