Gary L. Bowen

TL;DR: In this paper, the authors focus on students' reports of their exposure to neighborhood and school danger, and the effects of exposure on their attendance, school behavior, and grades, and identify the adolescents most likely to live in a context of fear and danger and provide support for an ecological approach to promoting students' school success.

TL;DR: For example, this article found that 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.

TL;DR: The authors examined the effects of social support from teachers on the school engagement of middle and high school Latino students identified as being at risk of school failure and found that teachers exerted an important effect on school engagement, beyond the effect of parental support.

TL;DR: This paper examined the association between the number of supportive and caring adults in the home, school, and neighborhood and the school engagement of students in early adolescence and found that students who reported such supportive adults in their lives also reported higher levels of psychological and behavioral engagement with their schooling.

TL;DR: This article examined direct and indirect linkages of students' relationships with teachers, parents, and friends with student outcomes and found that teacher support was associated with both student behavior and satisfaction with school and was indirectly associated with time spent on homework and grades.