Remark Case Study

Student Survey Results

Prepared by the Evaluation Support Group, Inc.

Jerry Bean, PhD

Areas Measured

• Academic Self-Efficacy • Support• Stress• Depression and Suicide• Eating and Exercise• Decision-Making About Sex• Alcohol, Tobacco, and Marijuana

Use

Academic Self-Efficacy

• The perception of a student that he/she can perform academically

• Academic self-efficacy is a key determinant of a student’s academic success

Academic Self-Efficacy Items

97 76 263

22.2% 17.4% 60.3%

80 60 296

18.3% 13.8% 67.9%

50 69 313

11.6% 16.0% 72.5%

62 72 296

14.4% 16.7% 68.8%

59 65 309

13.6% 15.0% 71.4%

Positive attitude towardschool

Performing to the best ofmy ability in school

Confident in my abilitiesin school

Confident in my ability tomanage my school work

Positive experienceswith other students

Disagree Can't decide Agree

Academic Self-Efficacy Items by Gender

39 38 115

20.3% 19.8% 59.9%

38 20 174

16.4% 8.6% 75.0%

Male

Female

GenderDisagree Can't decide Agree

Performing to the best of my ability inschool

Boys and girls responded similarly to four or the five efficacy items. The greatest difference between responses for boys and girls is shown above.

Academic Confidence by Grade

15 12 88

13.0% 10.4% 76.5%

14 19 64

14.4% 19.6% 66.0%

9 17 79

8.6% 16.2% 75.2%

11 16 79

10.4% 15.1% 74.5%

9

10

11

12

GradeDisagree Can't decide Agree

Confident in my abilities in school

Sophomores indicated the lowest levels of academic self efficacy compared to the other grades across all five times – including academic confidence.

Social Support

• A network of family, friends, neighbors, and community members that is available in times of need.

• Students receive social support from their parents, friends, school staff, and community organization workers and volunteers.

• When a student believes a teacher cares about them, student learning and positive perception of the teacher and class increase.

• Social support is key to good academic, social, behavioral outcomes for youth

• Having a positive connection to at least one adult in the school setting has been shown to be an important positive force in academic and social development

Social Support

Social Support Items

69 258 107

15.9% 59.4% 24.7%

38 159 234

8.8% 36.9% 54.3%

38 167 227

8.8% 38.7% 52.5%

106 239 88

24.5% 55.2% 20.3%

School adult who cares

Family members whocare

Friends who care

People in thecommunity who care

Not at all Some A lot

Social Support Items by Gender

26 123 43

13.5% 64.1% 22.4%

37 129 64

16.1% 56.1% 27.8%

Male

Female

GenderNot at all Some A lot

School adult who cares

13 72 107

6.8% 37.5% 55.7%

22 82 124

9.6% 36.0% 54.4%

Male

Female

GenderNot at all Some A lot

Family members who care

16 88 87

8.4% 46.1% 45.5%

17 74 138

7.4% 32.3% 60.3%

Male

Female

GenderNot at all Some A lot

Friends who care

41 108 42

21.5% 56.5% 22.0%

60 125 45

26.1% 54.3% 19.6%

Male

Female

GenderNot at all Some A lot

People in the community who care

There was little difference between gender.

Social Support Items by Grade

20 59 37

17.2% 50.9% 31.9%

15 53 29

15.5% 54.6% 29.9%

13 71 20

12.5% 68.3% 19.2%

16 70 21

15.0% 65.4% 19.6%

9

10

11

12

GradeNot at all Some A lot

School adult who cares

Stress

• Contributes to academic performance problems, mental health issues, substance use, and other functioning and health risks

• Can come from a variety of experiences in a student’s life

Sources and Ratings of Stress

• Top 5 Stressors– Multiple projects due

in one week– Overall feelings of

stress– Overall pressure of

school work– Multiple tests in one

day– Time management

0 1 2 3 4 5 6

Class Rank

Relationships with Friends

Realtionships with Boy/Girlfriends

Academic Competition

Academic Planning/Scheduling

Time Demands of Extra-Curricular Activities

Relationships with Siblings

College Search/Application Process

Lack of Study Skills

Parent Pressures for Academic Performance

Relationships with Parents/Guardians

GPA

Time Management Pressures

Multiple Tests in One School Day

Overall Pressures of School Work

Overall Feeling of Stress

Multiple Papers/Projects Due in One Week

Depression

• A recent National Institute of Mental Health study estimates that for 9- to 17-year-olds the prevalence of any depression is about 6 percent in a 6-month period, with 4.9 percent having major depression

• Early-onset depression often persists, recurs, and continues into adulthood

• Depression in young people often co-occurs with other disorders, most commonly anxiety, disruptive behavior, substance abuse disorders, and with physical illness

Depression Risk

194 236

45.1% 54.9%

No to low riskModerate to

high risk

CES-D Depression Risk

0 20 40 60CES-D Score

Depression by Grade

46 69

40.0% 60.0%

44 52

45.8% 54.2%

45 58

43.7% 56.3%

55 52

51.4% 48.6%

9

10

11

12

GradeNo to low risk

Moderate tohigh risk

CES-D Depression Risk

Depression by Gender

99 91

52.1% 47.9%

91 138

39.7% 60.3%

Male

Female

GenderNo to low risk

Moderate tohigh risk

CES-D Depression Risk

What Teachers and Staff Can Do

• Watch for Signs and Symptoms of Stress and Depression – Sadness or hopelessness– Irritability, anger, hostility– Withdrawal– Loss of interest in activities– Fatigue or lack of energy– Difficulty concentrating– Tearfulness or frequent crying

What Teachers and Staff Can Do

• Be available to listen

• Reach out and engage a student who may have difficulty asking for help

• Take a student’s concerns seriously – don’t discount or offer platitudes

• Interweave coping strategies into classroom and other school interactions

What Teachers and Staff Can Do

• Remember– One meaningful relationship with any staff

person or teacher in a school can make an enormous positive impact on a student

– Make a referral for a student who you have concerns about