Okulicz-Kozaryn K1,2, Bobrowski K1, Borucka A1, Ostaszewski K1, Pisarska A1, Raduj J1 1Institute of Psychiatry and Neurology, 2State Agency for Prevention of Alcohol-Related Problems Risk and protective factors in school environment related to youth problem behaviours Background: Primary Socialization Theory posits that school is one of the most important socialization factor in adolescence (Oettting & Donnemeyer, 1998); School culture (defined as shared values, norms and assumptions), and school climate (defined as “psychological reality”) affect adolescents attitudes and behaviours. Method: The case study approach was applied. Four Warsaw middle schools participated in the project. Qualitative and quantitative methods allowed in-depth assessment of their culture, climate and students’ problem behaviours. Data were collected from external observers, teachers (N=140) and 8th grade students (N=282) during one school year (2010/2011). Objective: to explore within-school risk and protective factors for adolescents’ problem behaviors. Most significant risk factors associated with students’ problem behaviours : teachers’ orientation on students achievements (instead of their orientation on students’ development) teachers’ “romantic” ideology positive relationships among students. Summary of quantitative and qualitative data School 1 2 3 School 4 Background Size (number of students) medium big small Students who receive finacial support many few School academic achievements low high Students who failed to pass to the next grade Culture Teachers’ orientation (development vs. educational achievements) mixed progress achiev. Teachers’ ideology (Bureaucratism, Liberalism, Romanticism) Bureaucrat Liberalism Liberalism anti-bureau Romant Climate Relationships among teachers good bad Relationships among students Student-teacher relationships bad/ good Perceived prevalence of problem behaviours high/ low Students school bonding weak strong Students’ problem behaviours – prevalence (high-low) Substance use Low/ med Violence High Low Medium Most significant protective factors: Positive student-teacher relationships School bonding Students’ high load with school tasks Conclusions: This study results suggest that strengthening teachers skills and involvement will be especially beneficial for school-based prevention Study supported by the Institute of Psychiatry and Neurology statutory project 2010-11