Students' perceived school atmosphere and school success: the mediating role of school refusal.

Several studies have suggested that the school atmosphere, as perceived by students, can play a significant role in fostering their well-being within the classroom and their overall academic success. However, no study has yet examined whether students’ perceptions of their school environment may influence school refusal behaviors and, subsequently, affect their engagement in academic activities and the outcomes of their academic achievement. A cross-sectional study involving 581 Italian high school students in southern Italy was conducted to evaluate the mediating role of school refusal behavior (Anxious Anticipation, Difficult Transition, Interpersonal Discomfort, and School Avoidance) in the association between students’ perceived school atmosphere (Student Relations, Student-Teacher Relations, Educational Climate, Sense of Belonging, and Interpersonal Justice), and school engagement and underachievement. Structural Equation Modeling (SEM) with latent variables [χ2 (270) = 655.239, p=.000, CFI = .95, SRMR = .04, RMSEA (90%CI) = .052 (.047, .057)] was used to evaluate the association between the variables. Mediation analysis indicated that the Difficult Transition dimension of school refusal behavior fully mediates the association between Sense of Belonging and School Engagement (β=.20, p=≤.05). This study advances our understanding of the factors that shape students’ engagement and achievement, suggesting practical implications from a preventive point of view, and offering insights into how fostering a supportive and inclusive school atmosphere can mitigate school refusal behavior and promote better academic outcomes.