Bridging Disciplinary Boundaries (January 11 - 14, 2007)

Purpose: A common problem confronted by teachers and school-based mental health practitioners is peer rejection, which includes such student behaviors as “picking on”, excluding, and being “mean” to other students. This study examined the phenomenon of peer rejection among elementary school children, specifically, who are rejected, what is the relationship of supportive adult and peer relationships to peer rejection, and what are the consequences of peer rejection. Greater understanding of peer rejection will help inter-disciplinary teams at schools intervene more adequately to prevent the behavior and reduce its negative consequences.

Methods: The sample comprised 486 third to fifth graders. The data were collected using the Elementary School Success Profile (ESSP). This study examined levels of peer rejection by demographic variables (race/ethnicity, gender, and free-lunch status). This study also investigated the effect of peer rejection on adjustment and academic achievement. T-tests, ANOVA and hierarchical regressions were used to test three hypotheses: (1) children who participated in the free/reduced price school lunch program are more likely to be rejected by peers, (3) Peer rejection is negatively associated with adjustment, and (4) peer rejection is negatively associated with academic achievement.

Results: T-test, ANOVA, and regression results indicated that the frequency of peer rejection differed by free-lunch status, but not by gender or race. Children who participated in the free/reduced price school lunch program were significantly more likely to be rejected by peers. However, the model including support from teachers, parents, and friends showed somewhat different results. In the model, being Latino/Hispanic was also significantly associated with peer rejection. Children with higher levels of support by teachers, parents, and friends were significantly less likely to be rejected by peers. The model explained 16% of variation in peer rejection. After controlling for demographic variables, peer rejection was significantly negatively associated with adjustment and academic achievement. The negative effect of peer rejection on adjustment and academic achievement remained even after controlling for support by teachers, parents, and friends. The models explained 33% of variation in adjustment and 28% in academic achievement.