Perceived Weight Discrimination and School Connectedness Among Youth: Does Teacher Support Play a Protective Role?

摘要

ABSTRACT BACKGROUND Weight discrimination has been associated with poor academic performance and decreased school attendance. Little is known about weight discrimination and students' feelings of belonging to their school. This study examined the association between weight discrimination and school connectedness among adolescents. Teacher support was examined as a protective factor. METHODS Middle school students (N?=?639; 57% white; Mean age?=?12.16?years) completed a health behaviors survey. Weight discrimination from peers and/or good friends was dichotomized into never versus experienced weight discrimination. The mean of 5 school connectedness items assessed level of school connectedness. Teacher support was measured by taking the mean of 4 teacher support items. Hierarchical linear regression was used to examine the association between weight discrimination and school connectedness. Teacher support was tested as a moderator. RESULTS Weight discrimination was associated with lower levels of school connectedness (p??.05). Teacher support was associated with higher levels of school connectedness (p??.001) but did not moderate the association between weight discrimination and school connectedness. CONCLUSION The association between weight discrimination and low levels of school connectedness is important as students spend most of their time at school and should benefit from the positive effects of feeling connected to school.