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Social Support Networks and School Outcomes: The Centrality of the Teacher

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Abstract

This investigation compares school outcomes for students who differ in the extent to which they perceive their parents, friends, and teachers—each alone and in combination—as important sources of social support. Findings indicate that middle and high school students who perceive high supportiveness from all three sources of support, as opposed to none, one, or two, have better attendance; spend more hours studying; avoid problem behavior more; have higher school satisfaction, engagement, and self-efficacy; and obtain better grades. Positive school outcomes are promoted when teacher support is perceived in combination with perceived support from parents and friends. Implications of the results for human service providers are presented.

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Authors and Affiliations

  1. Department of Communication Studies, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, 27599-3285

    Lawrence B. Rosenfeld

  2. University of North Carolina, Chapel Hill

    Jack M. Richman & Gary L. Bowen

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  1. Lawrence B. Rosenfeld
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  2. Jack M. Richman
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  3. Gary L. Bowen
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Rosenfeld, L.B., Richman, J.M. & Bowen, G.L. Social Support Networks and School Outcomes: The Centrality of the Teacher. Child and Adolescent Social Work Journal 17, 205–226 (2000). https://doi.org/10.1023/A:1007535930286

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