1. Remark Case Study Student Survey Results Prepared by the Evaluation Support Group, Inc. Jerry Bean, PhD

2. Areas Measured Academic Self-Efficacy Support Stress Depression and Suicide Eating and Exercise Decision-Making About Sex Alcohol, Tobacco, and Marijuana Use

3. Academic Self-Efficacy The perception of a student that he/she can perform academically Academic self-efficacy is a key determinant of a student’s academic success

4. Academic Self-Efficacy Items

5. Academic Self-Efficacy Items by Gender Boys and girls responded similarly to four or the five efficacy items. The greatest difference between responses for boys and girls is shown above.

6. Academic Confidence by Grade Sophomores indicated the lowest levels of academic self efficacy compared to the other grades across all five times – including academic confidence.

7. Social Support A network of family, friends, neighbors, and community members that is available in times of need. Students receive social support from their parents, friends, school staff, and community organization workers and volunteers. When a student believes a teacher cares about them, student learning and positive perception of the teacher and class increase.

8. Social support is key to good academic, social, behavioral outcomes for youth Having a positive connection to at least one adult in the school setting has been shown to be an important positive force in academic and social development Social Support

9. Social Support Items

10. Social Support Items by Gender There was little difference between gender.

11. Social Support Items by Grade

12. Stress Contributes to academic performance problems, mental health issues, substance use, and other functioning and health risks Can come from a variety of experiences in a student’s life

13. Sources and Ratings of Stress Top 5 Stressors –Multiple projects due in one week –Overall feelings of stress –Overall pressure of school work –Multiple tests in one day –Time management

14. Depression A recent National Institute of Mental Health study estimates that for 9- to 17-year-olds the prevalence of any depression is about 6 percent in a 6-month period, with 4.9 percent having major depression Early-onset depression often persists, recurs, and continues into adulthood Depression in young people often co- occurs with other disorders, most commonly anxiety, disruptive behavior, substance abuse disorders, and with physical illness

15. Depression Risk

16. Depression by Grade

17. Depression by Gender

18. What Teachers and Staff Can Do Watch for Signs and Symptoms of Stress and Depression –Sadness or hopelessness –Irritability, anger, hostility –Withdrawal –Loss of interest in activities –Fatigue or lack of energy –Difficulty concentrating –Tearfulness or frequent crying

19. What Teachers and Staff Can Do Be available to listen Reach out and engage a student who may have difficulty asking for help Take a student’s concerns seriously – don’t discount or offer platitudes Interweave coping strategies into classroom and other school interactions

20. What Teachers and Staff Can Do Remember –One meaningful relationship with any staff person or teacher in a school can make an enormous positive impact on a student –Make a referral for a student who you have concerns about