A Comprehensive Empirical Study of the Relationship Between School Environment and Adolescent Autonomy of Senior Secondary School Students

Abstract

Adolescence is a critical developmental phase characterized by the gradual emergence of independence, self-regulation, and responsible decision-making, collectively referred to as adolescent autonomy. Schools function as primary social and academic environments where such developmental competencies are nurtured or constrained. The present empirical study examines the relationship between school environment and adolescent autonomy among senior secondary school students. A descriptive survey method was employed, and data were collected from a sample of 400 students studying in Classes XI and XII using standardized tools. Statistical analysis involving mean, standard deviation, Pearson’s correlation, and regression analysis revealed a significant positive relationship between school environment and adolescent autonomy. The findings indicate that a supportive, participatory, and emotionally secure school environment plays a crucial role in fostering autonomy among adolescents. The study underscores the need for autonomy-supportive educational practices in senior secondary schools.