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Coping styles and support sources of at-risk students

Published online by Cambridge University Press:  29 October 2015

Sue Fischmann  and
John L. Cotterell
Sue Fischmann
Affiliation:
Graduate School of Education, The University of Queensland
John L. Cotterell*
Affiliation:
Graduate School of Education, The University of Queensland
*
Graduate School of Education, The University of Queensland, ST LUCIA Queensland 4072, Phone: 07 3365 6403, Fax: 07 3365 7424, E-mail: [email protected]
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Abstract

This study compared perceptions of the school environment, coping and enacted support between Year 10 students identified as educationally at risk (n = 31) and a comparison group of students in the same year level (n = 97), at two periods in the school term. At-risk students perceived the school environment to show significantly less concern for students and used problem-focused coping less frequently than did comparison students. Regardless of risk status, girls used social support more frequently than boys did. At-risk girls accessed peer support more than family support ond also frequently contacted school counsellors to discuss problems. At-risk boys rarely sought support from anyone. Implications for school support programs are twofold. Teachers may need additional professional training in how to employ socially supportive practices. In addition, school counsellors may need to foster informal opportunities for social participation, in order to connect vulnerable boys to peers and adults.

Keywords

Adolescent CopingProblem BehaviourSocial Support
Type
Research Article
Information
The Educational and Developmental Psychologist , Volume 17 , Issue 2 , 2000 , pp. 58 - 69
Copyright
Copyright © Australian Psychological Society 2000

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