Effect of School Climate and Executive Functioning on Academic Performance in Pediatric Brain Tumor Survivors

• In Event: Poster Session 11
  In Poster Session: PS 11 Topic - Education, Schooling

Abstract

Introduction: Pediatric brain tumor survivors (PBTS) demonstrate executive functioning (EF) deficits and diminished academic performance (AP) (Robinson et al., 2010). Despite treatment modifications to preserve cognitive abilities, radiation and chemotherapy are likely to continue to contribute to EF deficits through alterations in neuroanatomical integrity (Conklin et al., 2012). Little research has investigated whether EF or AP in PBTS are affected by social-ecological resources in schools. School climate includes global and specific constructs of relationships, norms, values, and expectations with implications for AP (Cohen, McCabe, Michelli, & Pickeral, 2009). In order to reduce variance stemming from intra-individual factors in ratings from individual teachers and students, consensus reports, e.g., average ratings across multiple reporters, may emphasize objective school characteristics (Bottiani, Johnson, McDaniel, & Bradshaw, 2020). Our primary objective was to test the independent and interactive effects of school climate and EF on AP for PBTS. We compared the relative utility of teacher, student, and classmate consensus climate scores. We hypothesized that better EF and positive school climate would predict stronger AP.
Methods: PBTS (N=83, Mage= 11.48, SDage=1.98, 57.8% male), their classmates (approximate N = 1200) and teachers (N=83) completed the Delaware School Climate Survey (DSCS). The DSCS produces total and subscale scores (listed in Table 2). Consensus scores averaged individual scores for students within a class. Teachers reported academic achievement on the Teacher Report Form (TRF). EF was assessed by a composite of three subtests of the Test of Everyday Attention for Children (TEACh). Linear multiple regression tested direct and interaction effects with post-hoc probing of simple effects using PROCESS for SPSS.
Results: PBTS had a mean TEACh age-standard score of 7.63 (SD=3.04) and a mean TRF academic performance T-score of 45.35 (SD=8.34), both in the lower average range. Total student, teacher, and consensus DSCS scores were not correlated overall with better AP (r’s=.050 to .091, p’s >.05). In contrast, EF accounted for 36% of the variance in AP (r=.59, p=.000). Significant EF_by_Climate interactions were found only for consensus climate ratings (Table 1). Post hoc analyses determined that the positive association of climate and AP was stronger for PBTS with better EF. Alternatively, EF was more predictive of AP in better school environments. Exploratory analyses of specific subscales on the consensus DSCS found a similar pattern across specific domains (Table 2).
Discussion: As expected, there was a strong, positive association of EF and AP for PBTS. Interestingly, the advantage of higher EF was more evident in schools with more positive environments, particularly better teacher-student and student-student relationships, stronger student engagement, clearer expectations, greater use of social-emotional learning and less use of punitive behavior management. In less positive school environments, academic functioning was less reflective of EF. Even though school climate may not override low EF it can enhance attainment. PBTS with low EF might benefit from a positive climate, but it may not be sufficient to improve academic achievement. Future research could examine the other ways that positive school climate might benefit PBTS in terms of peer relationships and emotional well-being.

Authors

• Nicole Scheman, Nationwide Children's Hospital
  Presenting Author

• Abigail Desch, Nationwide Children's Hospital
  Non-Presenting Author

• Kathryn Kirkpatrick, Nationwide Children's Hospital
  Non-Presenting Author

• Brian Delaney, Dana Farber Cancer Institute
  Non-Presenting Author

• Keith O Yeates, University of Calgary
  Non-Presenting Author

• Cynthia A. Gerhardt, The Research Institute at Nationwide Children's Hospital
  Non-Presenting Author

• Kristen Hoskinson, Nationwide Children's Hospital
  Non-Presenting Author

• Andrea F Patenaude, Dana Farber Cancer Institute
  Non-Presenting Author

• Maru Barrera, Hospital for Sick Children
  Non-Presenting Author

• Kathryn Vannatta, Ohio State University & The Research Institute at Nationwide Children’s Hospital
  Non-Presenting Author