Fostering Hope in Schools: Behavioral Engagement Mediates the Relationship Between Perceived Social Support for School and Hope in Adolescents

Background Individual differences in hope are associated with mental and physical health, academic achievement, and career success. However, little is known regarding how hope develops and changes over time. Theory and empirical evidence support the notion that central figures [parents, teachers, peers] are imperative for fostering hope in children/adolescents, although mechanism(s) for hope installment from central figures to youth is unknown.Purpose We hypothesized that behavioral engagement in school would mediate the relationship between various sources of school-related social support and changes in hope for adolescents.Methods This study utilized two-wave longitudinal data from a sample of 555 middle school students.Results Behavioral engagement fully mediated the association between perceived social support from teachers and hope, while behavioral engagement partially mediated the association between perceived social support for learning from family and changes in hope. Despite increasing involvement with middle school peers, peer support at school was not associated with students’ hope differences.Discussion Results imply that teacher and family support for learning promote hope in adolescents, partially, by facilitating school engagement.Translation to Health Education Practice Study results have implications for school and behavioral health professionals in promoting behavioral engagement, school-related social support and hope for adolescents.