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Description
This study examines the relationship between educational programs that teach students how to seek and offer help (SOS) and classroom climate in junior high schools. In Japan, suicide prevention education for youth has gained importance, and psychological professionals in schools are held in high regard. Prior research suggests that help-seeking behaviors are influenced by both individual and environmental factors, such as classroom and school climates. This study focuses on how classroom climate influences students' help-seeking abilities, using a program centered on stress management, SOS experiences, and crisis response strategies. Participants included 128 middle school students, of whom 99 completed all surveys.
The results indicated a negative correlation between experience of worries and classroom climate evaluation, specifically among female students. Additionally, moderately positive correlations were found between classroom climate factors and students' scores for "being able to talk to friends about problems" and "being able to talk to a trusted adult." However, these associations varied by gender, with boys and girls displaying different tendencies toward consulting friends and adults. Future research should seek to further clarify these findings through multilevel analyses across a broader range of schools and classes. Developing programs that consider gender differences and classroom climate, as well as identifying essential points to address in these areas, will also be crucial.
| Please also indicate what kind of contribution it is: | Mixed |
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| Please indicate what type of scientific contribution it is | Quantitative method study |
