CLIMA ESCOLAR PÓS-PANDEMIA PELA PERSPECTIVA DE ADOLESCENTES ACOMPANHADOS EM AMBULATÓRIO MULTIDISCIPLINAR

Teresa Helena Schoen; Márcia Regina Fumagalli Marteleto; Angela Helena  Marin; Maria Sylvia de Souza Vitalle

doi:10.4025/imagenseduc.v16i1.76850

Authors

Teresa Helena Schoen Universidade Federal de São Paulo - UNIFESP Author https://orcid.org/0000-0002-4743-8435
Márcia Regina Fumagalli Marteleto Universidade Federal de São Paulo - UNIFESP Author https://orcid.org/0000-0001-6122-8736
Angela Helena Marin Universidade Federal do Rio Grande do Sul - UFRGS Author https://orcid.org/0000-0002-8056-8661
Maria Sylvia de Souza Vitalle Universidade Federal de São Paulo (Unifesp) - Campus São Paulo Author https://orcid.org/0000-0001-9405-4250

DOI:

https://doi.org/10.4025/imagenseduc.v16i1.76850

Keywords:

School Reentry, Adolescents, Mental Health, School Climate

Abstract

The school environment is widely recognized as a key context for promoting well-being and supporting successful developmental transitions, especially during adolescence. However, the return to face-to-face classes, after the period of suspension caused by the COVID-19 pandemic, has proved challenging. This study examined adolescents’ perceptions of school climate and its possible associations with mental health indicators in the post-pandemic context. The study included 78 adolescents receiving outpatient care, who completed the Delaware School Climate Survey (DSCS) and the Youth Self Report (YSR) while in the waiting room. Their caregivers completed the Child Behavior Checklist (CBCL). DSCS meant scores were low, indicating a negative perception of the school climate. A negative association was found between YSR behavior problem scores and DSCS scores. Only a few items from the YSR and CBCL were associated with school climate, highlighting the complexity of this construction. The findings suggest that, in the context of returning to in-person schooling, fostering a school environment that supports well-being and learning is an even more pressing challenge, particularly for adolescents experiencing psychological distress.

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Author Biographies

Teresa Helena Schoen, Universidade Federal de São Paulo - UNIFESP

Doutora em Ciências pela Universidade Federal de São Paulo (UNIFESP). Técnica em Assuntos Educacionais da Universidade Federal de São Paulo (UNIFESP). Integrante do 'Laboratório de Psicologia Ambiental e Desenvolvimento Humano' (LADH), da 'Society for Research on Identity' (ISRI) e da American Psychological Association (APA).
Márcia Regina Fumagalli Marteleto, Universidade Federal de São Paulo - UNIFESP

Doutora em Distúrbios da Comunicação Humana pela Universidade Federal de São Paulo (UNIFESP).
Angela Helena Marin, Universidade Federal do Rio Grande do Sul - UFRGS

Doutora em Psicologia pela Universidade Federal do Rio Grande do Sul (UFGRS). Docente do Programa de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul (UFGRS).
Maria Sylvia de Souza Vitalle, Universidade Federal de São Paulo (Unifesp) - Campus São Paulo

Doutora em Medicina pela Universidade Federal de São Paulo (UNIFESP). Docente Permanente do Programa de Pós-graduação Educação e Saúde na Infância e Adolescência da Universidade Federal de São Paulo (UNIFESP).

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