Longitudinal Associations Between School-, Staff-, and Student-Level Factors with Student Mental Health and Wellbeing

Abstract School characteristics are associated with student mental health cross-sectionally, but little is known about effects of school factors over time. This study assessed whether school-level (regional, administrative, and student characteristics), staff-level (school culture and promotion of wellbeing), and student-level factors (school climate and connectedness) were associated with students’ distress and wellbeing cross-sectionally, and two years later. The sample consisted of N = 1548 adolescents in Year 8 (Mage=13.9) from 35 schools in Australia. Results showed that greater student-level socioeconomic advantage was associated with better wellbeing cross-sectionally. Higher levels of student-rated school connectedness and climate were associated with greater wellbeing and lower distress cross-sectionally. Longitudinally, only higher student-rated school connectedness was associated with higher wellbeing two years later. No school-level factors were associated with student wellbeing or distress, cross-sectionally or two years later. Findings highlight the importance of students’ sense of connectedness with their school community on wellbeing over time.