Positive School Climate Research Articles

How does emotional insecurity affect non-suicidal self-injury among Chinese early adolescents: a longitudinal study.

Non-suicidal self-injury (NSSI) is a serious public health concern. Emotional insecurity is a crucial predictor of NSSI among adolescents. However, few studies have elucidated the specific mechanisms between emotional insecurity and NSSI. This study employed a longitudinal research design, using a sample of 886 Chinese early adolescents (Mage at T1 = 10.62 years, SD = 0.77 years; 47.40% females), and conducted two surveys six months apart to examine the mediating role of peer exclusion between emotional insecurity and NSSI, as well as the moderating effect of school climate. The results indicated that peer exclusion significantly mediated the connection between emotional insecurity and adolescent NSSI. Moreover, school climate significantly moderated the connection between emotional insecurity and peer exclusion. Specifically, the impact of emotional insecurity on peer exclusion was significant only in adolescents who reported a negative school climate, but non-significant in those who reported a positive school climate. These findings provide a robust theoretical foundation and practical insights to help inform the prevention of and interventions for NSSI in adolescents.

”Vi behöver fler akutskolor i Sverige för de elever som inte kan uppföra sig som folk”

The aim of the article is to explore constructions of the disciplinary measure emergency school, understood as an institutionalization of the policy for and the public discourse about “forceful measures for safety and discipline” in schools. Theoretical approach is critical policy analysis. The empirical material consists of, in this context, relevant policy documents, Swedish media discourses and international research. Emergency schools have made a rapid journey through the Swedish school-institutional landscape. From loosely defined local inventions, with a plenty of labels to being constructed as a matter of national urgency. The public discourse has rapidly evolved from stressing that the goal of emergency schools is to offer support to students at-risk (discourse of equity) in a secluded environment to becoming a site where rowdy, violent and criminal students at least temporary can be evacuated (discourse of safety). The question of knowledge is completely absent from public discourse and from the policy foundations. One of the risks with emergency school, apart from anticipated stigmatization and negative impact on learning progress, is that its sheer existence can negatively affect the primary responsibility of ordinary schools for safety, positive school climate and equity of all students. The pressing issue to be raised is not just what emergency schools do with their students, but also what they do with the ordinary schools’ overall responsibility for safety and positive school climate.

How to boost college students’ pro-environmental behavior: the implicit theory perspective

Purpose This study aims to examine how higher education can overcome some of the psychological barriers to pro-environmental behavior among college students by cultivating growth mindset of nature and to investigate whether, how and when growth mindset of nature can enhance pro-environmental behavior. Design/methodology/approach A three-wave survey was conducted to collect quantitative data on growth mindset of nature, connectedness with nature, pro-environment behavior and pro-environmental school climate among 283 undergraduate college students at two universities in China. This study used the Process Macro for SPSS (models 4 and 14) to reveal the effects of direct, mediating and moderated mediation. Findings The findings showed that growth mindset of nature positively affected students’ pro-environment behavior. Moreover, growth mindset of nature contributed to pro-environment behavior through the beneficial effects of connectedness with nature. In particular, positive pro-environmental school climate strengthens the mediating effects of connectedness with nature on the relationship between growth mindset of nature and pro-environment behavior. Practical implications Growth mindset of nature provides a vital impetus for facilitating college students’ pro-environmental behavior so that universities can incorporate sustainable development, climate change and environmental sustainability into curricula to cultivate students’ growth mindset of nature. Furthermore, educators could develop students’ connectedness with nature through environmental education by directly exposing them to nature. Finally, the pro-environmental school climate is the essential social-environmental nourishment for college students’ pro-environmental behavior. Originality/value This study advances implicit theory by introducing implicit beliefs to the environmental realm. Meanwhile, this study solves the puzzle concerning why people are aware of increasingly serious environmental issues, yet few are really engaged in pro-environmental behavior. A second contribution lies in extending the application of the pro-environmental climates into educational contexts to uncover the “black box” of how growth mindset of nature promotes college students’ pro-environmental behavior. Finally, this study enriches the literature on connectedness with nature by exploring the mediating mechanism of connectedness with nature between growth mindset of nature and pro-environmental behavior.

Digital CRM in Nagpur's Primary and Secondary Schools: A Health Systems Approach to Enhancing Student Wellbeing in the Digital Transformation Era

Over the last couple of years, a significant increase in the use of educational technologies has changed the ways of student relationships and students’ well-being management. This study aims at establishing the extent and nature of utilization of Digital CRM system in primary and secondary schools in Nagpur from a health systems perspective, and the effects on students health. The research explores the effectiveness of the adopted digital CRM platforms to enhance more friendly, effective communication, and to create supportive mental and physical health student centred programs. The study utilizes survey questionnaires and short interviews with school administrators, teachers and students to determine the extent in which the digital CRM systems are effective and the difficulties encountered in the learning environment. Other relevant areas of interest include improvement in the services available to students, parents and strengthening of efficient mechanisms of collecting student health data for policy formulation. The details will describe the implication of the future digital CRM tools on the present issues related to the Nagpur students’ needs and the implications of health systems integration among schools. Based on this study it is suggested that digital CRM can greatly enhance the capacity of the school to support and respond to students’ needs through timely interventions, accessible collaboration communication, and a positive school climate. However, the program maintains several difficulties which have the potential to hinder valuable implementation: Data protection issue; Training of the system for the stakeholders; and Resource issues. Based on integrating the concepts of digital CRM with health systems the following recommendations for development of student’s wellbeing in the conceptual normal of digital transformation have been formulated by this research for the policymakers, educators, and technology suppliers.

The role of individual differences in environmental sensitivity in teachers' stress and burnout at work.

School teachers are among workers most exposed to stress and burnout-a relevant occupational phenomenon leading to psychological and economic costs. The Environmental Sensitivity individual trait-as captured by the psychological marker of sensory processing sensitivity (SPS)-has been found to have a relevant role in stress and emotional exhaustion at work. Yet, little is still known about heightened SPS in the educational field and on underlying mechanisms occurring in the relationship between SPS, stress and burnout. The current work aimed to explore the association between SPS and burnout among teachers as well as the moderating role of perceived stress and school climate in this association. One hundred and ninety eight teachers (44.3years; SD=9.7, 94% F) reported on their levels of SPS, occupational burnout, perceived stress and school climate quality. In line with a vulnerability effect, we found heightened SPS largely associated with burnout. This was particularly evident in a context of high-perceived stress, suggesting that teachers high on SPS may experience more challenges in the face of elevated stress with the need of more support. When exposed to positive and supportive school climate, highly sensitive teachers showed a decrease in burnout, suggesting high SPS as a valuable strength for benefiting from positive experiences. Findings have the potential to inform the customisation of support programs, assisting both schools and work agencies in increasing their awareness of the role of individual differences in responding to both work-demand-related stress and to positive work environments.

Restorative Justice Practices in Social Work Focus on Repairing Harm and Restoring Relationships Rather than Just Punishing Offenders

This study investigates the role of restorative circles in promoting a positive school climate, fostering student and parent engagement, and building trust and empathy within school communities. Employing a descriptive research design, the research explores correlations between restorative justice practices and student behavior in schools, using a sample size of 185 participants drawn from students, teachers, and parents. Non-probability sampling methods and random selection ensured representation, while ethical standards were upheld throughout the study. The findings indicate a broadly positive perception of restorative circles. For promoting a positive school climate and resolving conflicts, the overall mean score was 4.30 with a standard deviation of 0.78, reflecting favorable and consistent views on the circles' contributions to improving school environments and reducing disciplinary incidents. In fostering student and parent engagement, the mean score was 4.22 with a standard deviation of 0.80, indicating strong agreement that restorative circles foster respect among students and strengthen community ties, though parental involvement was rated more neutrally. The impact of restorative circles on building trust and empathy yielded a mean of 4.15 with a standard deviation of 0.80, with strong agreement on the role of these practices in fostering empathy among students and creating a supportive school environment. The study concludes that restorative circles are viewed as effective in promoting positive school climates, improving conflict resolution, and enhancing relationships within the school community. However, areas for improvement include increasing parental involvement and deepening students' understanding of others' perspectives. Overall, the consistency of responses, as evidenced by the relatively low standard deviations, suggests strong support for restorative circles in school settings.

Positive behavior support in school – a quasi-experimental mixed methods study and a randomized controlled trial

BackgroundWhile positive school climate is important for students’ well-being and mental health, school personnel may experience challenges in creating a nurturing school climate. School-Wide Positive Behavioral Interventions and Supports (SW-PBIS) has shown positive effects on school climate and children’s prosocial behaviors, but fewer studies have been conducted in a European context.AimThis project aims to investigate the effectiveness of SW-PBIS program for students’ social-emotional skills and academic achievement as well as teachers’ and students’ perceptions of classroom learning environment. Furthermore, the study intends to evaluate how school-level factors mediate or moderate the effects of the intervention. In addition, the study includes a qualitative evaluation of the dynamic interaction processes that occur during program implementation in local school contexts.MethodsData on school- and individual-level measures are collected in intervention and control schools. With regard to challenges in retaining control groups over extended time periods, two waves of recruitment are used. In the first wave, an active control group is used and data are collected during three time points. In the second wave, a wait-list control group will be used and data will be collected during two time points during one school year. Hierarchical regression analyses will be conducted to explore the effects of SW-PBIS on the outcomes of the study. An ethno-methodological approach will be applied to provide a detailed examination of the social interactional and meaning-making practices of different school implementation teams, and the negotiation of normative expectations and rules of conduct in peer-teacher-student interactions in different classrooms.DiscussionThe study is expected to contribute to knowledge on the effects of the SW-PBIS program and how these effects may be mediated or moderated by school-level factors. Combining quantitative and qualitative methods to explore the significance of school contexts in the implementation of the SW-PBIS program constitutes the strength of the study. The challenge in the study is the extended period of implementation of SW-PBIS, which entails difficulties in retaining a control group over the required time period. Therefore, two waves of recruitment are used, encompassing different procedures of allocation to intervention or control group.Trial registrationClinicalTrials.gov Identifier: NCT06270914 on the 22nd of February, 2024 (retrospectively registered).

LA VIOLENCE AU MILIEU SCOLAIRE : ETUDE SUR LEFFET DU SENTIMENT DINJUSTICE SUR LE COMPORTEMENT AGRESSIF DES ELEVES DU SECONDAIRE AU MAROC

This research examines the link between the feeling of injustice experienced by students and their aggressive behavior in school settings, focusing on the Moroccan educational context, which has been less studied. The study was conducted with 192 high school students from four public and private schools in two regional academies of education and training. The majority of participants, 32.3%, are 17 years old, followed by those aged 16 (22.9%), while the least represented age groups are 20 and 19 years old, with percentages of 3.1% and 8.9%, respectively. To address the research questions, two measurement scales were used: one for aggression (27 items) and another for injustice, comprising three dimensions and 19 items. The results indicate that students aggressive behavior is significantly influenced by their perception of injustice, with aggression explained by 39.3% due to school injustice. These findings highlight the importance of equity and justice in fostering a positive school climate.

EFFECT OF SCHOOL LEADERSHIP PRACTICES ON STUDENT ACADEMIC ACHIEVEMENT IN ENGLISH IN PUBLIC DAY SECONDARY SCHOOLS IN RWANDA

This study investigates the impact of instructional leadership techniques on students\' English language competency in Rwandan public secondary schools. The research involved 5660 students, 10 head teachers, 156 English instructors, and 5 local authorities\' educational officials. The study used both quantitative and qualitative methodologies to gather data. The findings showed that school resource management and teachers\' behavior and attendance demonstrate leadership skills. Additionally, improved student behavior and greater cooperation reflect student performance. Exam outcomes, good teaching and learning, teacher conduct, school resource management, and collaborations with the community and parents were found to be significantly correlated with student performance. However, the association was negligible. The study recommends that transformational leaders in Rwanda improve student performance by fostering a positive school climate, promoting professional development, and enhancing English proficiency.

LA VIOLENCE AU MILIEU SCOLAIRE : ETUDE SUR LEFFET DU SENTIMENT DINJUSTICE SUR LE COMPORTEMENT AGRESSIF DES ELEVES DU SECONDAIRE AU MAROC

This research examines the link between the feeling of injustice experienced by students and their aggressive behavior in school settings, focusing on the Moroccan educational context, which has been less studied. The study was conducted with 192 high school students from four public and private schools in two regional academies of education and training. The majority of participants, 32.3%, are 17 years old, followed by those aged 16 (22.9%), while the least represented age groups are 20 and 19 years old, with percentages of 3.1% and 8.9%, respectively. To address the research questions, two measurement scales were used: one for aggression (27 items) and another for injustice, comprising three dimensions and 19 items. The results indicate that students aggressive behavior is significantly influenced by their perception of injustice, with aggression explained by 39.3% due to school injustice. These findings highlight the importance of equity and justice in fostering a positive school climate.

Predictors of Job Satisfaction among Polish Teachers

The term “job satisfaction” refers to emotional responses and ways of thinking about work in a given structure. It is the degree of self-fulfillment that an employee experiences while performing work-related duties. Work satisfaction is linked to positive attitudes towards employment and more effective results. The aim of the orginal research presented in the article is to determine the predictors of job satisfaction among Polish teachers. Individual factors such as gender, length of service, personality variables (emotional stability, agreeableness, extroversion), work-home conflict, as well as organizational factors, i.e., overall work climate, were also considered. The research was conducted on a sample of 952 teachers from across Poland. Women accounted for 87.6% (n=834) and men for 12.4% (n=118) of the respondents The average age was M=46.47 (SD=9.59). A survey questionnaire was used for the purposes of the study, and hierarchical regression analysis was applied to develop the research results. School climate, work-home conflict, and level of extroversion were found to be significant predictors of job satisfaction. Given that personality factors are difficult to change, an effective way to increase teachers’ job satisfaction is to take care to build a positive school climate and fair distribution of responsibilities, which can reduce work-home conflict.

O BULLYING NO ENSINO MÉDIO E SUA RELAÇÃO COM O CLIMA ESCOLAR

The prevalence and consequences of school bullying have been widely reported in the literature. Likewise, it has been shown that this is multi-cause violence and, therefore, different aspects need to be considered for its prevention and containment, including the positive school climate. In this context, the present study proposes to investigate the phenomenon of bullying in high school and its association with the school climate and its dimensions (student-student relationships, teacher/student relationships, school safety, respect for diversity, clarity of expectations, and fairness of rules). The participants were 388 students from two public institutions in the northwest of Paraná state, who answered a questionnaire about the school climate and another about bullying victimization in 2019. This study is descriptive and relational. We analyzed the data using descriptive statistics and multiple linear regression. The results predominantly indicated a positive school climate in the institutions, although we have founded evidence of bullying victimization. Regression analysis identified a significant relationship between the dimensions of the school climate, especially "student-student relationships" and "clarity of expectations," and the occurrence of bullying. Thus, we underscored the significance of fostering a positive school climate to cultivate healthy, violence-free relationships, nurture empathy among peers, and ensure clarity in institutional norms.

Understanding and Promoting School Climate, Bullying, and Social-Emotional Learning: Transdisciplinary and Transnational Science Advancing Positive Youth Outcomes

School climate is an important part of school improvement efforts, capturing student engagement, connectedness, safety, and relationships. A positive school climate is associated with more prosocial behaviors, academic achievement, reduced engagement in risky behaviors, teacher retention, and reduced burnout. With growing interest and attention to the research of social and emotional learning (SEL), the definitions and conceptualizations of social and emotional learning have expanded significantly across the past few decades. Understanding the intersection between students’ identities, their educational experiences and their academic, social, emotional, and behavioral outcomes is a necessary precursor to being able to strategically and systematically identify and implement universal and targeted supports to meet the overlapping and unique needs of students. To achieve true equity in education, interventions supporting the needs of all students, including those from culturally and linguistically diverse backgrounds must be identified and appropriately vetted. A transnational understanding of the structural patterns and the association between these variables is critical for both the development of culturally sensitive SEL and bullying prevention programs and the transnational adaptation and applications of effective programs that promote a positive school climate. Articles featured in this special issue advance transdisciplinary and translational research by contributing high-quality studies focusing on the impact of bullying and/or SEL programs and interventions on school climate. These articles bridge the research-to-practice gap, including empirical papers with important implications for theory, research, practice, and policy. Impact Statement Promoting school climate and social and emotional learning are important to support student success at school and beyond. Transdisciplinary and transnational research provides valuable information to understand and implement supports that are culturally sensitive and responsive. While school climate and social and emotional learning are often studied separately, both are necessary for students to thrive.

WHO LEADS THE PACK? PROFILING SCHOOL LEADERS’ DEMOGRAPHIC BACKGROUNDS FOR INSTRUCTIONAL LEADERSHIP PRACTICES IN GHANAIAN PUBLIC BASIC SCHOOLS

The extent to which demographic characteristics of educational heads differentiate their instructional leadership practices has been a contentious matter for several decades. The aim of this study was to investigate the instructional leadership practices of school heads as well as examine the extent to which headteachers’ gender, professional qualification, and work experience differentiated their instructional leadership practices in public basic schools in Ghana. This was a quantitative study underpinned by the positivist paradigm. The study employed the descriptive survey research design where 127 headteachers and 643 teachers were selected through census and proportionate stratified random sampling techniques respectively. The Principal Instructional Management Rating Scale (PIMRS) was adapted from Hallinger and Murphys (1985) and used to collect numerical data for the study which was analysed using descriptive statistics like mean and standard deviation as well as inferential statistics including independent samples t-test and one-way analysis of variance (ANOVA). The findings revealed that defining school mission dimension of instructional leadership practice was most prevalent among the headteachers as compared to managing the instructional programme and protecting school climate respectively. Additionally, the findings established that gender accounted for differences among headteachers in promoting a positive school climate where male headteachers rated higher than their female peers. Furthermore, the study established that work experience of the headteachers led to significant differences in defining school mission, managing instructional programme, promoting a positive school climate as well as the overall instructional leadership practice. Therefore, the study concluded that headteachers’ gender matters in promoting a positive climate in the schools while the work experience of the headteachers is a determinant of differences in their instructional leadership practices in the schools. Based on these findings, the study recommended that Ghana Education Service through the Regional and District Directorates of Education should liaise with instructional leadership specialists to organise in-service and refresher training programmes for headteachers on instructional leadership practices so as to sustain, improve, and intensify its practice in public basic schools.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0841/a.php" alt="Hit counter" /></p>

Modeling the Contributions of Perceived Teacher Autonomy Support and School Climate to Chinese EFL Students' Learning Engagement.

Given the value of student engagement and its impact on academic performance, it is critical to identify factors that influence student engagement in different educational contexts. To do so, we examined the contributions of perceived teacher autonomy support and school climate in English as a foreign language (EFL) students' learning engagement. We conducted online surveys of 331 Chinese intermediate English learners. We substantiated the validity of the survey scales for measuring these three latent variables through confirmatory factor analyses (CFA), and we employed structural equation modeling (SEM) to identify interrelationships in these variables of interest. Both perceived teacher autonomy support and school climate were significantly and positively related to student engagement, with school climate more strongly correlated than teacher autonomy support. These findings suggest that teacher autonomy support and a positive school climate are important contributors to student engagement in EFL classrooms, and we discussed practical implications of these discoveries for EFL teachers.

Promoting Positive School Climate Among Newcomer Immigrant Adolescents: A Qualitative Exploration of Perceptions and Recommendations

Despite various strengths, newcomer immigrant adolescents (NIA) are exposed to stressors that can negatively impact their adjustment to U.S. schools, resulting in social-emotional and academic concerns. School climate has been identified as a crucial system-level intervention for NIA. While there is consensus regarding supporting NIAs’ adjustment to U.S. schools, specific recommendations within the school climate literature are lacking. This study used semi-structured interviews to explore NIAs’ (N = 15) perceptions of school climate and recommendations for improving school climate. Interview data were analyzed using a grounded theory approach. Four themes emerged: (a) academic placement impacts learning, (b) the cultural and linguistic background of peers is relevant to NIA peer relationships, (c) supportive school staff consider unique NIA needs, and (d) recommendations offered to foster adjustment to U.S. schools. The results of this study can inform what aspects of school climate are most critical to improving academic and social emotional outcomes of NIA. Impact Statement Newcomer immigrant adolescents (NIA) are a growing group of youth in U.S. schools. This paper examined NIAs’ perceptions of school climate and elicited recommendations to improve school climate.

School climate and attendance problems: the mediating role of student's academic and interpersonal competence

A positive school climate promotes regular attendance through strong relationships, a sense of belonging, diversity promotion, clear rules, and safety, leading to improved relational and educational outcomes. This study explores how perceived academic and interpersonal competence mediate the relationship between school climate components and absenteeism, using Havik’s(2015) model. A cross-sectionalstudy of 539 Italian high school students employed structural equation modelling with latent variables to examine these mediations. Results indicated that perceptions of interpersonal competence mediated the relationship between Peer Connectedness ( =.16,p<.01) and Affirming Diversity ( =-.05, p<.05) with Truancy. Perceived academic competence mediated the relationship between School Connectedness and Subjective Health ( =-.12, p<.01), Truancy ( =-.14, p<.01), andSchool Refusal ( =-.14, p<.01). The findings highlight the importance of promoting a positive school climate and enhancing students’ competences to reduce absenteeism.

Students Attitudes on School Climate and Learning Engagement in Physics of Senior High School Students

This research aims to determine whether there is a substantial correlation between students' attitudes toward school climate and their learning engagement in Physics. It also aims to explore the impact of school climate on Grade 12 students' experiences in attending classes and how it affects learning engagement in Physics. The school climate has an impact on the interactions that exist between educators and students in the classroom. A positive school climate is created where relationships between teachers, students, and the environment are enhanced within the institution. Consequently, the researchers utilized an explanatory mixed-method sequential design. The data collection involved two adapted survey questionnaires, an in-depth interview, and a focus group discussion using simple random sampling with a 335-sample size for quantitative and 10 participants for qualitative. The students' attitudes on school climate acquired an overall mean of 3.89, otherwise described as high, and a 3.98 mean, also described as high, for learning engagement in Physics. The correlation between students' attitudes toward school climate and learning engagement is given by Pearson's correlation coefficient (r) of 0.810, and the associated p-value (P= 0.001), indicating a highly significant correlation. This suggests a comparable rise or fall in school climate as students' attitudes increase or decrease. In the qualitative phase of the study, five main themes emerged from the data which support the quantitative findings and further explain the result of the study.

LGBTQ+ student, staff, and parent perceptions of Australian school climates

AbstractLesbian, gay, bisexual, transgender/gender diverse, or queer (LGBTQ+) students, staff and parents can each perceive school as challenging environments. These challenges have typically been explored within three disparate bodies of research, however. Using a school climate lens, this study aimed to explore how LGBTQ+ student (n = 1926), staff (n = 198), and parent (n = 180) perceptions of school safety, interpersonal challenges and self-harm differ by roles, school types, school location, and gender modality. ANOVA and chi-square analyses showed that although LGBTQ+ students, staff and parents experience similar concerns in school safety, interpersonal challenges, and self-harm, students have higher prevalence on all indicators. Students in government/public, religious affiliated schools, and non-metropolitan schools had particularly high concerns, as did transgender and gender diverse students. This study offers important implications for school-wide interventions to promote positive school climates, with particular focus on school safety, anti-bullying, and self-harm, targeted to the needs of multiple members of the LGBTQ+ community.

Using Physical Education Interventions to Prevent Bullying at School: A Systematic Review

ABSTRACT This systematic review aims to summarize relevant studies that have evaluated an intervention to prevent bullying and its consequences, in order to highlight main strategies to prevent these episodes. A systematic review of PubMed, ERIC, Education Database, Scopus, SPORTDiscus, and FECYT databases was performed until April 20, 2022. From a total of 410 studies initially found, 12 were included in the qualitative synthesis. These 12 studies presented several interventions. Promising interventions included targeting bullying perpetrators, victims, and bystanders simultaneously, as well as building a perceived caring climate and increasing children’s resilience. Summary conclusions found that targeting bullying perpetrators, victims, and bystanders simultaneously can prevent disruptive attitudes and bullying by focusing on social and emotional learning and a positive school climate, which can be helpful in providing physical education teachers with a central role in preventing bullying.