Daily social and affective lives of homeless youth: What is the role of teacher and peer social support?

Amanda M. Griffin, Michael L. Sulkowski, Mayra Y. Bámaca-Colbert, H. Harrington Cleveland

Research output: Contribution to journalArticle

1 Scopus citations

Abstract

Youth spend a significant amount of time in school surrounded by and interacting with teachers and peers. For doubled-up homeless youth (i.e., youth who share housing with a series of friends and/or extended family members), in-school relationships may be important for their emotional functioning. The current study captured dynamic processes by which in-school teacher and peer social support (i.e., baseline assessments of prior support and daily early-day reports of school day support) influence homeless youth's daily emotional well-being, as assessed by positive and negative affect later in the day. Specifically, a baseline survey was used in combination with a 10-day twice-a-day diary design to examine the competing influences of prior (i.e., between-person) and daily (i.e., within-person) social support from teachers and peers during the school day. Baseline teacher support and early-day peer support were associated with higher later-day positive affect. In contrast, baseline peer support was associated with lower later-day negative affect. Baseline peer support moderated the association between early-day peer support and later-day positive affect, in that there was a significant effect of early-day peer support and later-day positive affect for youth who reported medium and high levels of baseline peer support. However, the later-day positive affect of youth who reported low baseline levels of social support did not appear to benefit from early-day peer support. Results suggest that the source of support (i.e., teacher and peer) differently influences daily affect and that receiving daily in-school support can promote daily positive affect while mitigating negative affect for doubled-up homeless youth. Overall, study findings suggest that providing peer and teacher social support is a promising prevention and intervention approach for fostering resilience among doubled-up homeless youth.

Original languageEnglish (US)
Pages (from-to)110-123
Number of pages14
JournalJournal of School Psychology
Volume77
DOIs
StatePublished - Dec 2019

Keywords

  • Daily diary
  • Homeless youth
  • Negative affect
  • Peer support
  • Positive affect
  • Teacher support

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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