An exploration into the nature, frequency and impact of school hassles in the middle school years

Abstract

This study set out to explore the nature of hassles at school for students in Year 6 and Year 7 and to examine the degree to which these are associated with emotional and behavioural problems. Two hundred and ten students from 12 classrooms in Canberra, Australia, were surveyed to obtain reports of school hassles experienced over a 6‐month period. There was little support for hypotheses positing particular gender differences. Instead, boys reported more school‐related hassles at home. Year effects were also contrary to expectations: pupils in Year 6 reported more hassles with peers and were bothered more by hassles with peers and teachers than students in Year 7. Path models showed some congruence with stress theories which posit that major life events increase the risk of children to experience hassles in their daily lives and that the effect of negative life events is mediated by hassles and their appraisal. Future research into these hassles may have implications for prevention, as already demonstrated in the area of bullying and teasing.