The current study investigated the intersection of ethnic-racial identity (ERI), self-esteem, mental wellbeing, and discrimination experiences for middle-school students in two schools with racially diverse student populations in the Midwest. We used a parallel convergent mixed methods design, using qualitative measures to contextualize and elaborate upon the quantitative results. Correlational analyses found that higher scores on ERI exploration were associated with higher self-esteem and lower anxiety symptoms. Furthermore, our analyses of the qualitative data generated five themes: connection to ERI, sharing about ERI in school, experiences with discrimination, peer support, and teacher relationships. Our findings are discussed in terms of implications for school psychologists and schools in creating school environments and altering practice in ways that bolster ERI exploration among students.Impact StatementMiddle school students who explore and feel proud of their ethnic-racial identities generally have stronger self-esteem and better mental wellbeing. Supportive peers, teachers, and school environments that value students' cultures can reduce anxiety and depression, especially in under-resourced schools. These findings highlight the importance of culturally responsive school practices and policies that help young adolescents feel valued, confident, and safe being themselves.
This study employed the Flourishing-At-Work Scale (FAWS) to enhance understanding of school psychologists' emotional, psychological, and social well-being at work. A national sample of 369 practicing United States school psychologists completed the FAWS via an online study. Seven confirmatory factor analysis models developed based on conceptions of flourishing at work and prior research were found to be poor fitting. Subsequent exploratory factor analysis revealed a general factor of flourishing at work was the most meaningful and parsimonious explanation of the relations across FAWS items. The FAWS total score showed positive associations with job satisfaction and negative associations with overall stress at work. School psychologists with doctoral degrees reported higher levels of flourishing than school psychologists with master's and specialist degrees. However, flourishing at work was not associated with age in years, years of experience, or state-level school-psychologist-to-student ratios. More research with school psychologists using the Flourishing-at-Work scale is needed to examine its factor structure and its correlates.Impact StatementAlthough school psychologists experience stress in their day-to-day work, there are opportunities for them to flourish in their work when they enjoy the nature of their job and are not burdened by heavy workloads. This study is among the earliest studies to examine flourishing at work within a school psychologist population. A general model of flourishing appears to be congruent with their experiences.
