Children who feel unaccepted by their mothers tend to have poor mental health. Although school factors (social support from homeroom or from teachers and friends, as well as classroom satisfaction) can protect students, few studies have examined these factors at the classroom level. Understanding the relationships between sense of acceptance, school factors and mental health may help students. This study, conducted in Japan, examines how sense of acceptance at the student level and school factors at the student and classroom levels affect the mental health variables of depression, loneliness, subjective happiness and emotional wellbeing. In total, 1470 Japanese school students (8–15 years old) from 68 classes participated. Multilevel analysis was conducted at the student and classroom levels. At the classroom level, social support from friends was associated with lower depression and loneliness and higher emotional wellbeing (p < 0.01). A positive classroom climate moderated the relationships of sense of acceptance with depression, loneliness, subjective happiness and emotional wellbeing (p < 0.05). Social support from friends at the classroom level and positive classroom climate at the student level serve as protective factors for students who feel unaccepted by their mothers. More activities boosting classroom student interactions would benefit such students.

中文翻译：

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检查学校因素对接受感和心理健康的调节作用：多层次分析

感觉不被母亲接受的孩子往往心理健康状况不佳。尽管学校因素（来自班主任或老师和朋友的社会支持，以及课堂满意度）可以保护学生，但很少有研究在课堂层面检验这些因素。了解接受感、学校因素和心理健康之间的关系可能会对学生有所帮助。这项在日本进行的研究探讨了学生层面的接受感以及学生和课堂层面的学校因素如何影响抑郁、孤独、主观幸福和情绪健康等心理健康变量。共有来自 68 个班级的 1470 名日本学生（8-15 岁）参加。在学生和课堂层面进行了多层次分析。在课堂层面，来自朋友的社会支持与较低的抑郁和孤独感以及较高的情绪健康相关（p  < 0.01）。积极的课堂气氛调节了接受感与抑郁、孤独、主观幸福感和情绪健康的关系（p  < 0.05）。课堂上朋友的社会支持和学生层面积极的课堂氛围可以成为那些感觉不被母亲接受的学生的保护因素。更多促进课堂学生互动的活动将使这些学生受益。