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Student Support, Career & Education Services

1998 Massachusetts School Health Education Profile Report

School Programs Supporting Health, Safety, and Achievement

In addition to comprehensive school health education and strong school policies against violence and substance use, many different kinds of school support systems can also play an important role in promoting student health, safety, and achievement. Some of these systems are generally concerned with "primary prevention," that is, with creating an overall climate that is health-enhancing for everyone, that helps young people develop good habits and a sense of achievement, and that fosters adolescents' sense of connection with the school community. Other systems could be termed "secondary prevention," that is, they specifically focus on young people with one or more risk factors such as substance abuse problems, a prior history of low achievement, membership in stigmatized groups, or other problems (e.g., students with a recent death in the family).

Adolescents' academic achievement and their health and risk behavior are closely related. Youth who are not doing well in school are more likely than others to disengage from the academic process and to turn toward risk behaviors as an unhealthy alternative route to gaining status and a sense of adventure. Programs and services that strengthen the bonds between young people and their schools and communities are likely to have a positive influence, both in terms of boosting motivation and achievement (Goodenow & Grady, 1993; Wehlage et al, 1989) and also in terms of reducing risk behaviors as well (Battisch & Hom, 1997; McBride et al, 1995; O'Donnell et al, 1999; Resnick et al, 1997).

For the first time in 1998, the School Health Education Profile asked principals about the presence or absence of different kinds of support programs in their schools.

Support for Academic Achievement. Many schools have put in place structures and supports designed to foster academic achievement, especially among students who may be at risk for academic failure or dropping out. For example,

• 79% have specific programs designed to monitor the progress of students considered at high risk of failing, dropping out, or other problems. These were more common in schools with any high school grades (88% in junior/senior highs and 86% in high schools) than they were in middle schools (72%).
• 82% have programs to provide support for such at-risk students. As with monitoring progress, these support programs were more prevalent in high schools and junior/senior highs (87% and 88%) than in middle schools (78%).
• 69% have peer academic tutoring in some academic subjects (57% of middle schools, 81% of junior/senior highs, and 83% of high schools).
• 78% provide for other (non-peer) tutoring, with no significant differences in terms of school grade level.
• 55% divide the whole student body into smaller mixed-ability "teams" or "houses". This practice was very widespread among middle schools (82%) but rare in junior/senior (24%) and senior high schools (24%).
• 37% have an advisor-advisee program or other system to ensure that every student is well-known by at least one particular teacher or other staff member. Although slightly more common among middle schools (41%) than junior/senior highs (34%) and high schools (33%), school level differences were not significant.

Support groups and services for help with personal issues. Although certainly non-academic concerns may be discussed in an advisor-advisee situation, most secondary schools also have groups or structures specifically designed to help and support students who are dealing with more personal issues or who may be facing personal difficulties. For example:

• most schools (93%) provide some general (non-academic) counseling services for youth. Similar rates were reported at different school levels.
• 30% have "gay/straight alliances" or other groups that offer support for gay and lesbian students. These groups were significantly more likely to be found in high schools (61%) than junior/senior highs (40%) or middle schools (9%).
• 71% have other kinds of peer support groups (59% of middle schools, 74% junior/senior highs, and 86% of high schools).
• 61% offer alcohol or drug counseling or recovery groups (50% of middle schools, 62% of junior/senior highs, and 78% of high schools).
• 94% offer student referrals for community intervention or treatment programs.

Support for student involvement. Finally, many secondary schools have programs designed to foster student engagement and involvement in their school and community. For example,

• 62% have community service learning programs in which students' academic coursework is related to involvement in real-life community projects. These programs were significantly more common in junior/senior highs and high schools (each 72%) than in middle schools (51%).
• 86% have other opportunities for student volunteer service work (82%, 86%, and 92% in middle, junior/senior, and high schools respectively).
• 32% make it possible for youth to participate in deciding consequences for other students who break the rules. Similar rates were reported at different school levels.
• 6% have student-operated drop-in centers (3% among middle schools and junor/senior highs and 11% in high schools).

Summary and Implications

Most but not all Massachusetts secondary schools have in place programs to monitor the progress of and provide supportive guidance for at-risk students. Unfortunately, middle schools, when risk behaviors and school disengagement may begin, are less likely than high schools to have such programs. It is also concerning that relatively few schools, just a little over one-third, have a regular advising system sufficient to ensure that every student is well-known by at least one teacher or other staff member.

Although most adolescents achieve in school and avoid serious risk behaviors, some do not. Schools have the opportunity and must assume at least some of the responsibility for keeping young people safe, healthy, and "on track." Programs that support the school engagement of all youth and those that help adolescents find effective ways to cope with academic or other personal difficulties make a vital contribution to comprehensive school health.

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