The Effects of Biased and Nonbiased School Victimization, Depression, and Suicidal Ideation on Substance Use Among Secondary School Students: Is School Climate a Moderator?

Background and Purpose: This study investigates the relationship between substance use (SU) among high school students and the following factors: (1) student victimization—categorized as no victimization, non-bias victimization, and bias-based victimization; (2) depression; (3) suicidal ideation; and (4) school-level academic and socioemotional climate. Additionally, the study explores whether school climate moderates the relationship between SU and (a) victimization, (b) depression, and (c) suicidal ideation. Despite substantial evidence linking school victimization and adverse mental health conditions to SU, there is a lack of research on how school climate may influence these associations.

Methods: This study utilized data from the California Healthy Kids Survey for the years 2017-2019 (N = 601,753 students; N = 1,125 schools), combined with school-level data from the California Department of Education. Student reports included measures of school victimization, depression, suicidal ideation, school-level academic and socioemotional climate, and current SU .

Students were classified as non-victimized (46.9%), non-bias victims (31.0%), and bias-based victims (22.1%). The prevalence of depression was 33.7%, while suicidal ideation was reported by 16.3% of students. Bivariate analyses examined the relationships between victimization, depression, suicidal ideation, and school climate with the incidence of SU (on a 0-6 scale). Multilevel linear models were employed to predict SU, with control for confounders at the student and school level. All analyses were conducted using Stata 18.

Results: In line with the bivariate analyses, the multilevel main effects model indicated that student victimization was positively associated with substance use (SU). Compared to non-victimized students, both non-bias victims (b = .26, p < .001) and bias-based victims (b = .26, p < .001) showed a higher incidence of SU. Additionally, depression and suicidal ideation were associated with an increased incidence of SU (b = .26, p < .001; b = .44, p < .001, respectively). Students attending schools with a more positive school climate exhibited lower incidence of SU (b = -.60, p < .001).

The cross-level interaction model revealed that while a positive school climate reduced SU among all students, the reduction was more pronounced among non-bias victims (b = -.16, p < .001) and bias-based victims (b = -.28, p < .001) compared to non-victimized students. Moreover, the reduction in SU was greater among students reporting depression (b = -.09, p < .001), and particularly so for those reporting suicidal ideation (b = -.23, p < .001).

Conclusions and Implications: School victimization and impaired mental health are significant determinants of SU. A positive school climate plays a protective role against SU, with its impact being particularly strong among students who experience victimization or struggle with mental health issues. These vulnerable students benefit more from a supportive school environment compared to their peers without such challenges.

Policymakers, educators, and school social workers should collaborate in designing, implementing, and promoting policies and programs that foster a positive and nurturing school climate. These efforts are essential to reduce SU and improve the overall well-being of students, particularly those at higher risk.