Promoting safe and supportive school climates for all students is an essential role of school psychologists. However, like other social institutions, schools engender overt and covert systemic racism that marginalizes youth of color. Thus, it is critical that school psychologists conduct research at the intersection of racism and school climate. In this systematic review, we identified and synthesized studies investigating both racism and school climate for K-12 students in the school psychology literature. We queried all articles published in 10 major peer-reviewed journals published between 2011 and 2021 and identified 33 studies that explored school climate with regard to race. The majority of studies employed survey methods using a cross-sectional design and explored community (i.e., relational and school attachment) dimensions of school climate. Most studies included Black and Latinx participants, with relatively fewer including Asian and Indigenous participants. Findings explored school climate in relation to (a) academic outcomes, (b) behavioral outcomes, (c) mental health outcomes, (d) school-level factors, (e) racial identity and discrimination, and (f) psychometric properties of specific measures. Implications for research on school climate and racism are discussed. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

Social-emotional competence plays a pivotal role in adolescent development. Currently, teacher-student relationships are widely recognized as a critical determinant of adolescents' social-emotional competence, yet the underlying mechanisms remain insufficiently explored. This study employed a multicenter longitudinal design to examine the associations and pathways linking teacher-student relationships and adolescents' social-emotional competence, with particular attention to the mediating roles of school climate and interpersonal trust. Using a multicenter, stratified cluster sampling strategy, a longitudinal survey was conducted between June and December 2024 with 793 high school students. The survey instruments assessed demographic characteristics, teacher-student relationships, social-emotional competence, school climate, and interpersonal trust, and the relationships among variables were analyzed through structural equation modeling. Findings indicated that adolescents' social-emotional competence was at a moderate level. Teacher-student relationships positively predicted social-emotional competence, with school climate serving as a mediator between teacher-student relationships and social-emotional competence, while interpersonal trust mediated the link between teacher-student relationships and school climate. Thus, teacher-student relationships were directly related to adolescents' social-emotional competence and also indirectly influenced it through a sequential mediation pathway involving interpersonal trust and school climate. These results underscore the importance of fostering positive teacher-student relationships, strengthening interpersonal trust, and cultivating a supportive school climate to promote adolescents' social-emotional competence. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

Socio-emotional skills (SES) are essential for students' wellbeing and academic adjustment, and physical activity (PA) has been shown to contribute positively to emotional, social, and cognitive development. Understanding their relationship within school populations becomes highly relevant for educational and health promotion practices. A cross-sectional study was conducted with 874 students aged 10-16 years. SES were assessed according to the OECD framework using the Social and Emotional Skills Survey. PA levels were measured through the physical activity questionnaire for children (PAQ-C) and adolescents (PAQ-A), classifying students as active or non-active. PA showed positive and significant correlations with all SES domains, with varying intensity across domains. Active students obtained higher SES scores across domains, although small differences by gender and educational level were also observed. Differences were more pronounced at lower educational levels and decreased progressively in higher grades. Findings support integrating PA as a strategic component of social-emotional learning initiatives. Schools can play a key role in promoting students' health and wellbeing by incorporating appropriate PA opportunities that strengthen socio-emotional learning (SEL) and contribute to a positive school climate. PA is consistently associated with more favorable socio-emotional profiles. Promoting structured and meaningful PA in school settings may support students' holistic development and enhance their overall wellbeing.

Relationships with trusted adults are foundational to the health and well-being of youth within the school setting. Trusted adults are those that young people may turn to for help who will take them seriously and offer dependable, responsible support. Connections between students and trusted adults play a pivotal role in young people's educational outcomes, mental health, and physical well-being. Research shows that youth who have a trusted adult at school are less likely to exhibit depression, anxiety, and conduct problems, and have a decreased likelihood of suicidality. Schools can play a key role in fostering trusted relationships that support student health and academic success. At the same time, factors related to school climate, as well as discipline practices and the academic focus of school environments can pose barriers to building trust with young people. This commentary aims to summarize the literature and fill the gap for practical guidance for school administration and staff in implementing strategies that foster trust. Specifically, this commentary will discuss three key principles and associated strategies of creating trusted adult relationships: relationship-building, relational safety, and support and empowerment.

Given the important role of school climate in social, emotional, and academic functioning, reform efforts have increasingly focused on implementing strategies to increase students' sense of safety, engagement, and belonging. The present study offers a unique approach toward this goal by simultaneously testing the efficacy of two interventions, (a) Meet Up and (b) Buddy Up (MUBU), designed to promote positive classroom relationships among diverse groups of peers (e.g., other-gender relationships). Using a randomized-controlled trial, MUBU was evaluated with 346 4th graders (53.5% girls; 54.9% White) by comparing students in the intervention classrooms with students in the control classrooms on measures of peer supportiveness and other-gender acceptance, familiarity, and prosociality. Consistent with hypotheses, students who participated in MUBU showed improved perceptions of other-gender peers (i.e., other-gender acceptance and prosociality) and heightened classroom supportiveness toward the end of the school year when controlling for baseline levels. Results also revealed that other-gender acceptance and prosociality mediated the intervention effects on classroom supportiveness. MUBU represents a promising strategy for improving peer dynamics in the classroom by specifically highlighting the benefits of fostering positive other-gender relationships. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

Introduction The development and promotion of emotional skills in the school environment are key to affective growth and academic performance. The main objective of this study is to explore the emotional wellbeing of students and teachers during the COVID-19 pandemic in four Spanish schools. The secondary objective is to analyze the impact of an emotional intervention program on the mental wellbeing of the school community. Methods During the pandemic, data on emotional wellbeing and school climate were collected from children aged 9–12 and their teachers, from four schools in the metropolitan area of Barcelona (Spain) during 3 school years (2020–2023). Three of the schools received an intervention program to promote mental wellbeing. The intervention included teacher training in reflective practice, emotional care sessions, and family group activities and workshops. The data were analyzed in aggregated form. A difference-in-differences analysis (impact estimation) was conducted, along with inferential statistical analyses using Student's t -tests to compare means. Results An overall downward trend across all parameters was observed during the study period among students and teachers in all schools. The intervention showed significant positive effects, with difference-in-differences estimates indicating improvement rates of 2.12% and 2.06% in children's quality of life (KIDSCREEN) and perceived school climate (CEP), respectively, relative to the maximum scale score, when comparing the intervention group with the control group. With regard to teachers' mental wellbeing (WEMWBS), the corresponding rate of improvement was 5.04%. Discussion Although the intervention appeared to have some beneficial effects on teachers' and children's emotional well-being, further studies are needed to evaluate the long-term outcomes of this intervention program and its efficacy in non-pandemic settings.

The integration of Sports Programs (SP) into educational curricula is gaining attention for its potential to boost academic achievement and foster essential life skills. This study investigates how sports-based learning influences students’ performance, discipline, and social development. The study is an effort to evaluate the relationship between participation in inclusive sports programs and better performance in school, self-discipline, social competencies, resilience, time management, and sense of belonging in students. A mixed-method was employed in the study to merge quantitative responses of a structured-based questionnaire design to a sample size of 563 students with qualitative results of semi-structured interviews conducted with a sample of 50 students. Statistical Package of Social Sciences (SPSS) analyzed the quantitative data, and NVivo analyzed the qualitative data in the form of thematically. The result illustrated the positive connection between sports programs and higher academic performance, improved self-discipline, better social skills, and increased resilience. The students involved in sports showed better time management and felt more tuned to their school environment. The novelty of the study demonstrates how sport and education make an imprint on the life of a person in terms of academic progress and personal growth. This is going to build a stronger base with respect to the effects of integrating sports into education on the holistic development of students. The findings show that the inclusion of sports in the school curriculum emerges as a viable strategy for improving students’ academic performance, discipline enforcement, and collaborative spirit, thus contributing toward a positive school climate.

The present study aims to examine the relationship between school leadership and teachers’ instructional practices and to explore the roles of collective teacher efficacy and school climate in this association. Data were collected from 2663 teachers working in 135 schools across 12 regions of Türkiye. Structural equation modelling was employed using Bayesian estimation. The findings indicate that school leadership is positively associated with teachers’ instructional practices. Furthermore, collective teacher efficacy was found to mediate the relationship between school leadership and instructional practices. Finally, school climate was found to moderate both the direct relationship between school leadership and collective teacher efficacy and the indirect relationship between school leadership and instructional practices through collective teacher efficacy. These results highlight the critical role of school leadership in relation to teachers’ instructional practices and suggest that collective teacher efficacy may function as a key psychological mechanism underlying this association. Moreover, a positive school climate appears to be an important contextual factor that can strengthen school leadership on both collective teacher efficacy and instructional practices. Therefore, the study emphasises the need to conceptualise leadership as a context-sensitive and interactional process and offers important theoretical and practical implications for school leadership practices in centralised education systems.

Urban schools are sites of both systemic harm and collective resilience. As equity efforts face political backlash, school–family–community partnerships have become essential for protecting students and transforming schools. Guided by an expanded seven-step partnership model, this article offers a framework for building equity-focused partnerships in supportive and restrictive environments. We identify four foundational principles: democratic collaboration, empowerment, strengths focus, and social justice; show how counselors enact liberatory or subversive praxis based on school climate; and introduce justice and resilience social capital. This model provides adaptable strategies to protect students, strengthen partnerships, and foster transformation amid shifting political threats.

Good teacher-student and parent-teacher relationships enhance teachers' sense of accomplishment and efficacy, thereby contributing to their professional development. Given the increasing role of social media as a primary source of relaxation and entertainment, understanding its impact on teachers is crucial. This study, involving 1,840 primary and secondary school teachers (Mage = 40.44, SD = 9.68, 38.8 percent male), employed a questionnaire to explore how teacher-student relationships, parent-teacher relationships, and social media addiction (SMA) influence teachers' work performance. The results revealed that (1) nearly half of the teachers were addicted to social media; (2) both parent-teacher and teacher-student relationships positively affected work performance, while SMA negatively impacted it; (3) when both relationships were present, parent-teacher relationships had a more significant effect, with SMA mediating the link between teacher-parent relationships and work performance; and (4) school climate moderated the impact of SMA on work performance. These findings clarify the interactions between interpersonal relationships, social media behavior, and work performance, suggesting strategies to improve performance through optimized relationships, guided social media use, and a positive school environment.

ABSTRACT This study examines the association between Argentina’s Integral Sexual Education Law (ESI) and headteachers’ interventions in adverse school experiences in primary schools. Using a school-level panel dataset from the APRENDER national assessments (2018, 2021, and 2023), covering over 600,000 students and approximately 20,000 schools per wave, we analyse how different ESI implementation strategies relate to reported interventions. For this purpose, we employ fixed-effects panel regressions to account for time-invariant school characteristics. The results indicate that ESI implementation is associated with a higher likelihood of headteachers’ interventions, particularly when delivered through dedicated modules in special classes by regular staff or external specialists. These findings are consistent with the interpretation that comprehensive sexuality education may foster greater recognition and reporting of problematic situations. Overall, the results highlight the potential role of ESI in shaping school responses and contribute to addressing gaps in the evidence on the societal impacts of sexual education programmes. PRACTICE IMPACT STATEMENT This study highlights how comprehensive sexuality education (CSE), when effectively implemented, can reduce students’ experiences of violence, discrimination and harassment. By identifying key mechanisms – such as increased emotional literacy, recognition of abuse, and improved school climate – these findings provide actionable insights for educators, policymakers, and school administrators seeking to foster safer and more inclusive educational environments. The evidence supports strengthening CSE programmes, particularly in rural or religiously influenced areas, where barriers to implementation are more pronounced.

ABSTRACT Drawing on data from the Teaching and Learning International Survey (TALIS) 2024, this study investigated the predictors of multicultural teaching self-efficacy (MTSE) among 848 Norwegian lower secondary teachers nested within 110 schools. A hierarchical linear model examined the contributions of initial teacher education (ITE), professional development (PD) participation, classroom linguistic diversity, adaptive teaching practices, school climate, and teacher multilingualism to MTSE, as measured by a seven-item scale. ITE (β = .105, p < .001), PD (β = .131, p = .004), classroom linguistic diversity (β = .088, p < .001), and adaptive teaching practices (β = .121, p < .001) emerged as significant independent predictors. Teacher multilingualism showed no significant main effect or interaction with classroom linguistic diversity, though unadjusted group differences indicated that teachers with larger linguistic repertoires reported modestly higher MTSE. Despite 54% of teachers reporting high PD need in multicultural and multilingual settings, only 27% had participated in relevant PD. The findings point to the need for more systematic integration of multicultural and multilingual content in Norwegian ITE programmes and for expanded access to domain-specific PD, particularly for teachers working in linguistically diverse classrooms.

The COVID pandemic's impact on health and financial well-being disproportionately affected low-income communities. Government safety net programs aim to improve equality of opportunity and might reduce such disproportionate effects but face constraints of limited resources. To identify the social spending priorities of low-income individuals through informed group deliberations using a structured budget tool. The CHoosing All Together (CHAT) exercise was used to engage low-income persons in informed deliberations to set priorities for social programs within a limited budget. Twenty-one English-speaking and five Spanish-speaking groups composed of low-income individuals. Participants first made individual spending choices, then deliberated as a group to jointly allocate resources, and finally repeated individual choices. Deliberations were audio recorded and analyzed to understand reasoning. Before group deliberations, individuals allocated at least some resources for food (89%), internet access (82%), transportation (80%), post-high school education (74%), income supplements (69%), employment assistance (68%), PreK-HS education (67%), housing (66%), climate protection (65%), and legal assistance (42%). Only health insurance and neighborhood were chosen by most individuals at the highest available spending level. After group deliberations, PreK-HS education was also selected at the highest possible level by most individuals.A majority of groups prioritized health insurance, neighborhood, PreK-HS education, climate protection, and internet access at the highest level. Deliberations emphasized basic needs, like food and health insurance, concern for the future (education), and learning from disasters (internet and climate). The priorities and reason-giving of people most affected by government spending on social determinants of health provide valuable insights and justification for policy-makers.

The influence of school climate on teachers' well-being indicators in China: a serial mediation model.

Aim . In this article, the results of a cross-sectional empirical study aimed at examining the relationships between the quality of social connections (family, peers, school environment), the level of self-regulation and emotional well-being of adolescents aged 13–17 years are presented. The study involved 612 adolescents (M = 15.1; SD = 1.3) from eight educational organizations of various types. Methodology . Validated self-assessment scales were used to measure key constructs – the scale of emotional well-being (SEB), the scale of self-regulation (SRQ), the scale of family relationship quality (FQS), the scale of peer relationship quality (PRS) and the scale of school adaptation (SAI). The statistical analysis method included descriptive statistics, correlation analysis, multiple regression, and analysis of mediator effects with the bootstrap procedure (5000 samples). Attention was paid to testing the hypotheses about the mediator role of self-regulation and the moderation of relationships by gender and age. Results . The results showed that self-regulation and the quality of family relationships are stable predictors of adolescents’ emotional well-being: together, the predictors explained approximately 42% of the variance in the well-being indicator (R² = 0.42). Self-regulation demonstrated the strongest direct contribution (β = 0.39, p &lt; 0.001), while the quality of family relationships had both a direct effect (β = 0.27, p &lt; 0.001) and an indirect effect through self-regulation (significant mediator effect according to the bootstrap procedure). The influence of school adaptation and peer relationships turned out to be significant, but relatively less powerful and largely mediated by self-esteem and self-regulation skills. Moderation analysis showed that the influence of peer relationships was statistically significantly stronger for girls, and age strengthened the relationship between academic stress and decreased self-regulation. Research implications . The findings of the study highlight the importance of an integrative approach – in addition to supporting the family environment, the key task of preventing a decrease in emotional well-being is the development of self-regulation skills in adolescents. Practical recommendations include the implementation of school and family interventions aimed at self-regulation training, improving parent-adolescent interactions, and creating a supportive school climate.

Exposure to violence in childhood and adolescence is linked to adverse educational outcomes. Research from South America is underrepresented in evidence syntheses on the topic, despite being among the most violent regions worldwide. Attending to this problem, this systematic review characterizes and maps available evidence on the relationship between violence exposure and educational outcomes in South America. Using a preregistered protocol, we searched original empirical peer-reviewed studies published in English, Spanish, or Portuguese between 2012 and 2024 across multiple databases, Google Scholar, reference scanning, and expert consultation. Eligible studies examined any form of violence exposure and a broad range of educational outcomes in pre-primary, primary, or secondary school populations in South America. Information regarding independent, outcome, and mediating variables, study design, and publication characteristics was extracted and presented in an interactive evidence atlas. Studies were assessed using the Quality Appraisal for Diverse Studies tool. Thirty-nine, out of 1,123 identified documents, met the inclusion criteria. Most research was from Brazil (35.9%) and Colombia (30.8%), addressing school (39.6%) and community violence (22.6%). Non-traditional educational outcomes (e.g., school climate, social-emotional skills) were frequently studied. Study quality varied greatly, and a quantitative cross-sectional design was employed predominantly in 69.2% of the studies. Research on violence and educational outcomes in South America presents methodological, geographic, and population gaps. Greater methodological diversity, improved research infrastructure, international collaborations, and inclusive multilingual publication practices could allow for better research quality, coverage and accessibility. Findings highlight the need for a context-sensitive conceptual framework to understand violence's impact on children.

Indonesia has made substantial efforts to improve the quality of education by strengthening leadership, developing teacher competencies, and creating supportive school environments. However, gaps in school performance persist, particularly in vocational schools located in developing areas. This study aimed to analyze the determinants of education quality by examining the influence of principal leadership, teacher competency, and school well-being in vocational high schools in Merlung Regency, Jambi Province. By using a quantitative design, the data were collected from 40 teachers through a validated questionnaire that measured the role of the principal, teacher competency, school well-being, and education quality based on national education standards. The data was analyzed using SPSS 25 to find descriptive statistics, classical assumption testing, multiple regression, and analysis of determination. The results indicated that all three variables: principal leadership, teacher competency, and school well-being jointly have a significant simultaneous effect on education quality (F = 3.037, Sig. = 0.041). However, a partial t-test indicated no significant individual effect of each variable on education quality. The coefficient of determination indicated that 20.2% of the variance in educational quality is explained by the combined predictors. This finding suggested that while leadership, teacher competency, and school well-being collectively contribute to school quality, none of the three independently demonstrated strong predictive power, likely due to limited optimization of leadership practices, inadequate teacher development, and inconsistencies in school well-being. This study highlighted the need for more responsive leadership, continuous professional development, and a stronger emphasis on creating a supportive school climate to improve the overall quality of vocational education.

This study aims to analyze the influence of academic supervision and the principal’s leadership style on learning quality in State Junior High Schools within Tebing Tinggi District, examining both partial and simultaneous effects. Employing a quantitative ex post facto method, data were collected via questionnaires and documentation from a sample of 101 teachers and analyzed using SPSS. The results confirm that both academic supervision and leadership style individually have a significant positive influence on learning quality. Furthermore, their combined effect is substantially greater, demonstrating a synergistic relationship. The novelty of this research lies in its integrated examination of these two managerial functions within a specific Indonesian district context, highlighting their interdependence in driving instructional improvement. A key practical implication is the necessity for district-level professional development programs that train principals to integrate formative academic supervision with supportive, transformational leadership practices. This study contributes to the field of educational leadership by providing empirical evidence that learning quality is best enhanced through a dual-strategy approach, simultaneously strengthening pedagogical oversight and fostering a positive, directive school climate.

ABSTRACT This study examines the effects of school-family collaboration on educational outcomes, identifies structural and relational barriers, and proposes contextually relevant solutions. Using a phenomenological design within an interpretivist paradigm, data were collected through semi-structured interviews. Findings reveal that teacher-parent interactions are often strained due to misunderstandings, mismatched expectations, and communication gaps. Key barriers include socioeconomic disadvantage, limited access, time constraints, parents' educational levels, and negative attitudes toward schooling. Strong collaboration, however, is associated with improved student achievement, teacher motivation, parental involvement, and school climate, while weak collaboration undermines performance, institutional goals, and teacher morale. The study concludes that school-family collaboration must be strengthened through contextual, systematic, and inclusive strategies. It recommends developing culturally responsive participation models, flexible engagement practices, and sustainable interventions that enhance access and promote school belonging.

The study investigates the effect of school leaders’ self-efficacy on student academic achievement, while exploring the mediating role of school climate. By analyzing how school leaders’ confidence in their role provision shapes the school environment, and ultimately contributing in boosting student academic achievement. The study employed mixed design by applying AMOS version 23 and SPSS version 25 for data analysis with 235 determined sample using multi stage sampling method and interviews for addressing accountability challenges. The findings revealed that self-efficacy has a direct positive effect on student academic achievement (β = 0.07, p =.001), confirming Hypothesis H1. Leaders self-efficacy also significantly influenced school climate (β = 0.38, p =.001), supporting Hypothesis H2. School climate itself was found to be a significant predictor of student academic achievement (β = 0.11, p =.001), thereby confirming Hypothesis H3. Mediation analysis further demonstrated that school climate partially mediates the relationship between self-efficacy and student achievement, with an indirect effect of β = 0.56, p =.001. Again the results from interview guide found that accountability is compromised by political interference, resource deficiencies, diffusion of responsibility, and socio-economic pressures. Overall, the study underscores the critical role of school leaders’ self-efficacy in shaping positive school climates and driving student success. It highlights the importance of strengthening leadership capacities and accountability as a strategic approach to addressing the current persistent academic achievement decline in public secondary schools.