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Area of Science:

  • Adolescent Psychology
  • Urban Sociology
  • Educational Psychology

Background:

  • Neighborhood safety is a critical factor influencing adolescent development.
  • Understanding the link between perceived neighborhood safety and school functioning is vital for targeted interventions.
  • Previous research has explored environmental influences on youth, but specific associations with school psychosocial and cognitive elements require further elucidation.

Purpose of the Study:

  • To examine the association between adolescents' perceptions of neighborhood safety and various aspects of their school functioning.
  • To investigate whether psychosocial and cognitive elements of schooling are differentially affected by perceived neighborhood safety.
  • To explore neighborhood and family moderators in the relationship between perceived neighborhood safety and school functioning.

Main Methods:

  • Utilized data from the NICHD Study of Early Child Care and Youth Development, focusing on 15-year-olds (n = 924).
  • Assessed adolescents' perceptions of neighborhood safety.
  • Analyzed associations with cognitive (e.g., test scores, grades) and psychosocial (e.g., school attachment) school functioning elements.
  • Examined moderators including family income and neighborhood physical disorder (observer-rated).

Main Results:

  • Perceived neighborhood safety showed a stronger association with psychosocial aspects of schooling (e.g., school attachment) than cognitive aspects (e.g., test scores).
  • For low-income youth, perceived neighborhood safety was negatively associated with grades.
  • Conversely, for low-income youth in neighborhoods with high physical disorder, perceived neighborhood safety was positively associated with school attachment.

Conclusions:

  • Adolescents' views of neighborhood safety significantly relate to their school experiences, particularly psychosocial dimensions.
  • Socioeconomic status and neighborhood physical environment interact with perceived safety to influence academic performance and school belonging.
  • Findings underscore the importance of safe neighborhood perceptions for adolescent school adjustment and highlight differential impacts based on socioeconomic factors and environmental context.