An examination of the relationship between school culture and risky behaviors observed in students

The aim of this study is to examine the relationship between school culture and risky behaviors observed among students. The research was conducted during the 2024–2025 academic year with 503 teachers working in primary, lower secondary, and upper secondary schools located in Yozgat city center and its districts. The study employed a quantitative research design, specifically the correlational survey model. Data were collected through the "School Culture Scale," the "Risky Behaviors List" developed by the researcher, and the "Personal Information Form" for demographic variables.Findings revealed that teachers' perceptions of school culture and its sub-dimensions were at a high level. No significant differences were found in relation to age, years of service, or school level; however, significant differences were observed by gender, with male teachers reporting higher scores in the sub-dimensions of collaborative leadership, teacher collaboration, and colleague support. Female teachers, on the other hand, reported observing higher levels of emotional/psychological, physical, educational, out-of-school uncontrolled environment, and addiction-related risky behaviors among students.Significant differences were also found in teachers' perceptions according to age (21–40 years) and years of service (1–10 years) with respect to emotional/psychological, physical, educational, out-of-school uncontrolled environment, and addiction-related behaviors. In terms of school level, teachers working in lower secondary and upper secondary schools reported significantly higher perceptions of emotional, sexual, educational, out-of-school uncontrolled environment, and addiction-related risky behaviors compared to those in primary schools.The most frequently observed risky behaviors, as reported by teachers, were emotional/psychological, educational, physical, and addiction-related behaviors, respectively. Emotional and physical risky behaviors were less frequently observed at the primary school level, whereas they were more prevalent in religious lower secondary schools and in science, Anatolian, and private high schools. Educational and addiction-related behaviors increased as the school level progressed, with risks becoming more pronounced. Additionally, a negative and low-level but statistically significant relationship was found between teachers' perceptions of school culture and the risky behaviors observed among students.