ORCID
- Jaysan Charlesford: 0000-0001-5823-8976
Abstract
Schools can play a crucial role in encouraging young people to make constructive societalcontributions that transcend group lines and that benefit communities more generally.Recognising this potential, the present research examined the relationship between perceivedschool climate norms of equality, and in turn perspective-taking on two forms of constructivecontributions amongst youth in England: civic engagement and collective action intentions insupport of refugees. A total of 696 youth (aged 11 to 12) were asked to complete a survey inschool as part of a larger study on youth interaction experiences. Bootstrapped mediationanalysis conducted in Mplus found that perspective-taking mediated the link between perceivedschool climate norms of equality and both collective action intentions and civic engagement.Findings highlight the importance of facilitating school equality norms for promotingperspective taking and, in turn, constructive engagement. This may have implications forteacher training programmes as well as school-based interventions that aim to engage youth insociety.
DOI Link
Publication Date
2025-09-01
Publication Title
Psicologia Sociale
Issue
3
ISSN
1827-2517
Acceptance Date
2025-07-16
Deposit Date
2026-02-10
Recommended Citation
McKeown, S., Schaefer, C., Charlesford, J., Sagherian-Dickey, T., Di Bernardo, G., & Vezzali, L. (2025) 'Perceived School Climate Norms of Equality, Perspective-taking and Youth Collective and Civic Actions', Psicologia Sociale, (3). Available at: 10.1482/118883
