Supportive School Environment Research Articles

Transformational Leadership as a Strategy to Improve Working Relations in Schools through Islamic Values

The research investigates the role of transformational leadership as an effective strategy for improving working relationships in schools by integrating Islamic values. The study explores how leadership that motivates, inspires, and empowers individuals within the educational environment can create a positive work atmosphere. Islamic values such as honesty, cooperation, mutual trust, and responsibility are central to building harmonious relationships among teachers, students, and the broader school community. The research employs a systematic literature review methodology, gathering data from academic journals, books, and relevant articles. The principal findings suggest that transformational leadership based on Islamic values not only enhances collaboration but also fosters a warm, empathetic, and supportive school environment, contributing to both character development and academic success. In conclusion, transformational leadership, underpinned by Islamic values, plays a critical role in fostering a cooperative and trust-based school culture. This leadership model positively impacts the broader educational system, making it a significant contribution to the field of educational leadership, especially within Islamic education contexts.

Labour migration and mental health of left-behind children in Georgia: a mixed methods study

Abstract Background Global migration is on the rise, and as a result, millions of children are left in their home countries while their parents migrate abroad. Little is known about the mental health of left-behind children (LBC) in Eastern Europe. The study addresses this research gap in Georgia, a leading migrant-sending country in the region. Methods Applying convergent parallel design, this mixed methods research integrates a qualitative study with schoolteachers from six public schools in Samegrelo and Guria regions (6 focus group discussions and 6 in-depth interviews) (i); a school survey with 933 adolescents (ii) from 18 public schools, (12-18 age group, internalizing and externalizing problems assessed with Aschenbach’s “Youth Self-Report” questionnaire), and a qualitative study using life-narrative interviews with 39 adolescents (iii). We analysed qualitative data using reflexive thematic analyses and applied multiple linear regression to analyse quantitative data. Results The Quantitative and qualitative findings converge in some respects while diverging in others. Schoolteachers perceive migratory separation as a traumatizing life event, making children vulnerable to mental health issues. Similarly, schoolchildren perceive separation from parents as a stressful life event; however, they also acknowledge positive aspects of migrant labour, such as material benefits. From the perception of LBC, close family ties, friendships, school support, and optimism help with coping. This study also revealed a gender disparity, with boys exhibiting more rule-breaking behaviour and girls performing worse on most Youth Self- Reported syndrome scales. Regression analysis showed associations between adolescents’ problem behaviours and relationships with family members, friendships, and school environment. Conclusions This research found that parental migration effects on children are complex and depend on individual and transnational family characteristics. Key messages • Left-behind children may need emotional and academic support. • Strengthening family ties, supportive school environment and friendships contribute to adolescents’ coping with parental migration.

The Impact of the Missouri School-Wide Positive Behavior Support (MO SW-PBS) on Disciplinary Exclusions

The negative outcomes of exclusionary discipline practices on children and youth are well established. Fortunately, for the past two decades, research has demonstrated that pro-active instructional approaches and building supportive class and school environments can effectively promote student social, emotional, and behavioral well-being, especially when evidence-based practices are placed within a problem-solving multitiered system of supports such as school-wide positive behavioral interventions and supports (SWPBIS). Recent work examining state-wide behavioral interventions and supports (PBIS) initiatives, which include professional development and technical assistance to school leadership teams, has clearly documented that educators can reduce problem behavior and thereby reduce the need or use for exclusionary discipline practices. This study extends that body of knowledge by examining Missouri’s SWPBIS initiative over time and across grade levels. Using an extant data base, schools implementing SWPBIS with fidelity were compared with nonimplementing schools over 11 school years. Results indicated that schools implementing SWPBIS with fidelity had statistically significant lower rates of exclusionary discipline practices at the primary, middle, and high school level. Results are discussed within the context of past state-wide SWPBIS initiatives.

An inquiry into queer experiences of regimes of morality in Indian schools: a phenomenological institutional ethnography

Previous studies indicate various atrocities against queer individuals in schools globally. However, no in-depth inquiries have been conducted into the experiences of queer individuals in Indian schools. A novel form of ethnography – phenomenological institutional ethnography (PIE) based on Schutz’s phenomenology of life-worlds and Smith’s institutional ethnography was devised to conduct a qualitative inquiry into the experiences of queer individuals. Participants included 19 queer individuals from different regions of India. Findings revealed five forms of disciplinary mechanisms in schools: regimenting through silencing, moral dictation, name-calling, public shaming, and physical abuse, which deleteriously affect the development of self-concept among queer individuals, and leads to experiences of alienation and inauthentic self-expression, guilty conscience and internalized homophobia, and compromised mental health and low self-esteem. Developing inclusive policies to provide a supportive school environment in India for the queer population is suggested.

Communication Analysis in Bullying Prevention in Islamic Boarding Schools in Pasuruan Regency

This study aims to analyze the communication between students and administrators of Annur Assalafy Islamic Boarding School in an effort to prevent bullying. This study uses a descriptive qualitative approach with a phenomenological method and relies on interviews and documentation as data collection techniques. Data analysis was carried out through the process of collecting, reducing, presenting data, and drawing conclusions. The results of the study showed that there was one-way and two-way communication, with interactions such as ngaji, jagongan, and mayoran reflecting horizontal and two-way communication. Vertical communication between administrators and students and horizontal communication between students complement each other in creating a safe and supportive Islamic boarding school environment. This communication is effective in reducing bullying cases and strengthening solidarity between students. Personality factors were found to be the main cause of bullying.

Integration of displaced students into the culturally and linguistically different school environment

AbstractThe rapid increase in the number of refugees arriving in the last decade and the discussion about the integration of Syrian refugees into Turkish society has received special attention. As an important tool of socialisation in childhood, the educational system and school environment need to be structured using refugee‐friendly and equity‐based methods to meet the needs and expectations of refugee children. Based on the perceptions of school leaders and teachers, this study attempts to understand the challenges faced by Syrian refugee students during their integration into the school environment in Turkey and explore the practices of educators in meeting these challenges. A phenomenological qualitative design explored educators' beliefs, thoughts and experiences regarding the education of Syrian refugee children in Turkish schools. Participants of this research were 21 educators including 4 principals, 3 assistant principals, and 14 teachers working in primary and secondary schools with Syrian refugee students. The results show that Syrian refugee students in Turkey encounter various challenges as they adjust socio‐culturally, psychologically, and academically within the school setting. Although some of the teachers apply culturally relevant methodologies unconsciously, there is a gap in professional training on this. Educators declare the need for more practical and inclusive approaches despite the efforts by the Ministry of National Education. Hence, this study suggests the necessity of targeted training programmes because the purpose is to better equip teachers with effective strategies of integration. Thus, it is recommended that gradual language education and mutual cultural activities are widely applied to make refugee students feel more comfortable and to successfully improve their academic achievement. Context and implications Rationale for the study This research is motivated by the precarious situation of Syrian refugee students residing in Turkey. Why the new findings matter The new findings underline large gaps in culturally responsive pedagogy among educators and call forth the need for all‐round, hands‐on training programmes to better facilitate the academic and socio‐cultural integration of refugee children. The findings also reveal a gap in the familiarity and application of culturally responsive pedagogy among educators, pointing to a need for professional development in this area. Implications for practitioners, researchers and policy makers This paper, therefore, calls for the practical training of practitioners in culturally responsive pedagogy to become more supportive of their refugee students. A call is sent out to the framers of the educational policies, which incorporates comprehensive professional development along with inclusive education policies that address the requirements of refugee children. Building on these findings, researchers might explore systems, strategies, and interventions to effectively integrate displaced students into the classroom. The study thus requires collaborative efforts in the creation of supportive school environments that juxtapose socio‐cultural and academic success for quality education among refugee students.

Report of Unfair Discipline at School and Associations with Health Risk Behaviors and Experiences - Youth Risk Behavior Survey, United States, 2023.

Relatively little is known about the association between school discipline and student health and well-being. Using CDC's 2023 Youth Risk Behavior Survey, CDC analyzed the prevalence of report of unfair discipline at school and associations with experiences at school, mental health, suicidal thoughts and behaviors, and health risk behaviors among high school students overall and stratified by race and ethnicity. Prevalence estimates, prevalence differences, and prevalence ratios adjusted for race (in overall models), grade, and sex were calculated. Overall, 19.3% of students reported receiving unfair discipline during the previous 12 months; Black or African American students had a higher prevalence (23.1%) compared with Hispanic or Latino students (18.4%) and White students (18.1%). Unfair discipline was reported among a majority of students who describe their sexual identity in some other way (besides gay, heterosexual, lesbian, bisexual, or questioning) for American Indian or Alaska Native (81.7%) and multiracial (57.1%) subgroups. Overall, report of unfair discipline was associated with every health risk behavior and experience examined, including being bullied at school or electronically, skipping school due to feeling unsafe, carrying a weapon at school, prescription opioid misuse, poor mental health, persistent feelings of sadness or hopelessness, seriously considered attempting suicide, and attempted suicide. This pattern of association was similar among most student groups in models stratified by race and ethnicity. This analysis is the first to demonstrate, among a nationally representative sample of high school students, that reports of unfair discipline are associated with various health risk behaviors and experiences. With these findings, public health and education practitioners can create interventions that equitably promote safe, supportive, and inclusive school environments for student health.

Physical Activity Behaviors and Negative Safety and Violence Experiences Among High School Students - Youth Risk Behavior Survey, United States, 2023.

Schools are in a unique position to offer opportunities for students to be physically active throughout the school day and promote health and well-being. However, experiences that threaten safety or perceptions of safety might affect students' physical activity behaviors. Using the 2023 national Youth Risk Behavior Survey, six physical activity behaviors and five negative safety and violence experiences were examined from a nationally representative sample of U.S. high school students. This report updates national estimates for physical activity behaviors overall and by sex, grade, race and ethnicity, and sexual identity. In addition, associations between negative experiences and physical activity behaviors were examined, stratified by sex, via unadjusted and adjusted prevalence ratios. Regardless of negative safety and violence experiences, male students had a higher prevalence of meeting aerobic, muscle-strengthening, and both aerobic and muscle-strengthening physical activity guidelines compared with female students. In adjusted models among female students, a positive association was observed between being threatened or injured with a weapon at school and meeting the aerobic guideline, meeting the muscle-strengthening guideline, and playing on ≥1 sports team. Among male students, positive associations were observed between witnessing neighborhood violence and meeting the aerobic guideline and the muscle-strengthening guideline. A negative association was observed between attending physical education classes on all 5 days and witnessing neighborhood violence among female students and being bullied electronically among male students. Physical activity might serve as a mechanism that students employ to cope with negative safety and violence experiences. Understanding current physical activity behaviors among students with these negative experiences will be useful for school leaders, teachers, and public health practitioners who influence physical activity infrastructure and programming in schools and work to support safe, supportive, and inclusive school environments for student health. Although future research is needed to further explore these associations, physical activity continues to be an important behavior to prioritize for adolescent health in the school setting.

Influence of Parental Attitudes Towards Girls Regular School Attendance in Public Secondary Schools in Morogoro Municipality, Tanzania

The study was designed to examine the factors influencing parental attitudes towards girls' regular school attendance in public secondary schools in Morogoro Municipality, Tanzania. The study was guided by feminism theory based on the framework of gender relations. The study employed descriptive research design. Purposive sampling and simple random were used to determine the sample size from the target population for the study. The content validity of instruments was assured while reliability of the data collection tool was tested using Cronbach coefficient correlation for consistence. Internal consistence of items in the questionnaire was established at r=0.871. The quantitative data was analyzed by using descriptive statistical through Statistical Package for Social Sciences (SPSS) software version 25. While qualitative data was analyzed thematically. The study revealed that, lack of parental attention on their daughters’ education at home, early pregnancy and or marriages, cultural dance such as “vigodoro”, household chores and activities, tendencies of parents not to encourage girl-child education, poor parent’s education and security concern for girls were the major factors that hindered girls from attending school regularly. The study also found that, other factors apart from the socio-cultural factors included, level of the education of parents, parents’ occupation, missing parents, negative attitudes on girls’ education and long distance to school played a significant role in hindering girls from attending school regularly. The study proposed several remedial measures such as construct of girls’ hostel, establishment and or promoting gender equality policies and enhancing girls’ educational opportunities be put in place to facilitate girls’ regular school attendance. It was recommended that, advocating for the policy reforms to support gender equity in education, revising the current policy of fee-free education to be relevant with parent’s economic status and creating supportive school environments would support female students regular school attendance. Community engagement and the awareness campaigns could shift societal attitudes and foster parental support for girls' education. It was concluded that, addressing the socio-cultural factors and economic barriers is crucial for ensuring equitable access to education for girls in public secondary schools

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.

Transforming Bullying Prevention Through Assertive Communication Training

General Background: Bullying is a pervasive issue in educational settings, often resulting in physical and psychological harm to victims. It typically arises from a power imbalance, with aggressors seeking personal satisfaction through intimidation. Specific Background: This study addresses the effectiveness of psychoeducational interventions aimed at improving assertive communication skills among junior high school students, specifically at SMPN 5 Sidoarjo, to prevent bullying behaviors. Knowledge Gap: While previous research has explored bullying prevention strategies, there is limited empirical evidence demonstrating the impact of assertive communication training in Indonesian junior high schools. Aims: This research aims to evaluate the effectiveness of a structured psychoeducational program on students’ understanding and application of assertive communication to mitigate bullying. Results: Utilizing a quantitative experimental design with pre-test and post-test assessments, the study reveals a statistically significant improvement in assertive communication skills, evidenced by a Wilcoxon signed-rank test (p = 0.001) and a large effect size (r = 0.898). Novelty: This study contributes novel insights into the role of assertive communication training as a proactive approach to bullying prevention within the Indonesian educational context. Implications: The findings suggest that psychoeducational programs can effectively enhance students’ assertive communication abilities, highlighting the need for continuous training to deepen understanding and application. Ongoing psychoeducational efforts are recommended to foster a supportive and respectful school environment, ultimately reducing bullying incidents. Highlights: Improvement: Assertive communication significantly increased after psychoeducation. Effectiveness: Psychoeducation is essential for preventing bullying. Recommendation: Ongoing training needed for sustained communication skills. Keywords: Bullying, Assertive Communication, Psychoeducation, Junior High School, Prevention

PERAN GURU DALAM MENINGKATKAN INTERAKSI SOSIAL PESERTA DIDIK DENGAN LATAR BELAKANG KELUARGA BROKEN HOME DI KELAS 3 SD AL-ISLAM PENGKOL JEPARA

This research aims to reveal the role of teachers in enhancing social interaction among students from broken homes at third grade in SD Al-Islam Pengkol Jepara. This study employs a qualitative case study approach. Data collection techniques include observation, interviews, and documentation. The findings indicate that teachers play a crucial role in improving the social interaction of these students through interactive methods, changes in seating arrangements and group assignments. A personal approach and emotional support from teachers help build students' self-confidence. Teachers also teach ways to resolve conflicts constructively and encourage active participation. With appropriate and consistent support, students from broken homes can adapt more easily and thrive in a supportive school environment.

The Impact of School-Based Caries Prevention Programs on DMFT Scores and Oral Health Behaviors in School Children

Oral health promotion is recognized as one of the fundamental components of health-promoting schools. However, few studies have demonstrated the efficacy of supportive school environments for school children’s Oral health. This systematic review evaluates the impact of school-based caries prevention programs on DMFT scores and Oral health behaviours in school children. Objective: To evaluate the impact of school-based caries prevention programs on DMFT Scores and Oral Health Behaviors in school children. Methods: Databases like PubMed, Google Scholar, Cochrane Library, Springer, and Science Direct were searched from January 2009 to February 2024. Prisma guidelines were followed; 1, 950 studies were identified on the first search, titles, and abstracts of 500 papers were screened, 500 full-text papers were screened for eligibility, and 25 studies meeting the inclusion criteria were evaluated, relevant information was extracted, and a systematic review was conducted. Twenty-five studies were included in the systematic review. Results: These results indicate the significant role of SCPP among school-going children. Children with school-based caries prevention programs compared to those with no school-based caries prevention programs showed improved DMFT scores, reduced caries increment, healthy oral health behaviours, consistent Oral health hygienic habits, frequent use of flossing, fluoride toothpaste and mouth rinsing, and increased caries prevention knowledge. Conclusions: It was concluded that based on the pooled results, school-based caries prevention programs provide better, easily accessible, and sustainable caries prevention activities to school children to improve DMFT scores and Oral health behaviours.

The Influence of Peer Pressure on Students: Cause, Effect, and Strategies for Intervention

Peer pressure is a powerful social influence that affects students' behavior, attitudes, and academic performance. This research paper explores the causes and effects of peer pressure among students, with a particular focus on its implications in the educational context. Drawing on established psychological theories such as Social Learning Theory and Social Identity Theory, the paper reviews existing literature on the topic and identifies key factors contributing to peer pressure, including the desire for acceptance, social media influence, and the role of school culture. The negative effects of peer pressure, such as academic underperformance, emotional stress, and risky behaviors, are discussed, alongside the less commonly acknowledged positive effects, such as improved motivation in some cases. Furthermore, the paper presents strategies for educators to mitigate the harmful impacts of peer pressure, including fostering open communication, building student self-esteem, and creating a supportive school environment. By examining both the causes and solutions, the study aims to provide educators with actionable insights to address peer pressure in schools and promote a healthier, more inclusive learning atmosphere.

Exploring the feasibility of using Participatory Action Research (PAR) as a mechanism for school culture change to improve mental health

ABSTRACT Adolescence is a key time to prevent or reduce poor mental health outcomes. Supportive school environments play an important role in this, and the concept of health-promoting schools have been supported globally. Participatory action research (PAR) combines theory, practice, action, and reflection by developing practical solutions to address concerns and issues within communities. Running four PAR groups across three secondary schools, we explored the feasibility of using the approach as a mechanism for bringing about culture change and improving mental health. We undertook interviews and focus groups with students (n = 24), school staff (n = 11), facilitators (n = 3), and parents/carers (n = 2). Findings are organised under five key headings: 1) Establishing PAR groups, and the PAR cycle; 2) PAR group impact; 3) Facilitators of PAR success; 4) Barriers to PAR success; 5) Future recommendations. This study demonstrated the feasibility of PAR as a tool to improve school culture. Students participating in PAR were engaged, passionate, and motivated to influence and transform school culture to improve mental health. Future research should aim to trial the PAR approach on a larger scale, to determine whether the barriers and facilitators of PAR success identified here are relevant and transferable to schools in other contexts, and to measure the impact of such initiatives on mental health outcomes.

The Impacts of Corporal Punishment on Students in Schools: An investigation through Sindh Province

The purpose of the study was to determine the effects of corporal punishment on students, with a particular focus on students in grades 9 and 10 at the chosen boys' schools in the Hyderabad area. The study also aimed to determine the nature, sorts, and effects of corporal punishment on students. Finding the social and other effects of physical punishment on the pupils in the aforementioned classrooms was the main goal of the study. This study is the first of its kind in Hyderabad district. There were 500 parents, instructors, and students in the sample overall. It was shown that physical punishment remained a barrier to the development of positive teacher-student relationships, character development, a decrease in the rate of dropouts, a discouragement of the learning environment, a negative opinion of teachers, and a decrease in students' enthusiasm in their studies. Furthermore, pupils' hostile attitudes and anxiousness were primarily brought on by corporal punishment, which also reduced their academic performance and caused psychological damage. The analysis suggests that physical punishment be outlawed and that the current legal framework be strictly enforced. Through training programs, teachers must be made aware of the detrimental effects of corporal punishment. The study goes on to say that in order for children to engage in healthy extracurricular activities and create a learning environment for themselves, there needs to be a supportive school environment.

Counseling on Prevention of Sexual Violence and Bullying at State Elementary School 100 Barru

Sexual violence is an act involving sexual coercion or harassment against someone without their consent. Bullying is aggressive behavior that is carried out repeatedly by one individual or a group of individuals with the aim of hurting, degrading, or intimidating the victim. Sexual violence and bullying often occur in school environments. Children and adolescents are vulnerable to being victims or perpetrators of these acts. However, due to the taboo nature of this issue, many cases go unreported so existing statistics may not reflect the true numbers. Sexual violence and bullying in schools have serious impacts on victims, including psychological trauma, anxiety disorders, depression, decreased academic performance, and even a high risk of suicide. An unsafe school environment can also affect the entire student population, hindering their learning and social development. Some factors that contribute to sexual violence and bullying in schools include institutional indifference to reporting and action, lack of awareness and adequate education, power imbalances, detrimental social norms, and negative media influences. Preventing sexual violence and bullying in schools requires collaboration between students, teachers, parents, school staff, and the community. This shared responsibility is essential to protecting children and adolescents from physical and psychological harm. With proper education, social support, and proactive action, we can create safe, inclusive, and supportive school environments for all individuals.

Measuring Perceptions of School Lockdown Drills: Development and Validation of the Lockdown Impact Scale for Caregivers (LIS-C)

Understanding the extent to which caregivers perceive active shooter lockdown drills in K–12 schools as physically and emotionally safe for their children is pertinent, yet little empirical evidence exists. Negative parental perceptions of drills can lead to decreased student participation and compliance and amplify public concerns associated with school safety. This article introduces the Lockdown Impact Scale for Caregivers (LIS-C), a novel instrument developed to assess caregiver perceptions of K–12 school lockdown drills. Utilizing a national sample of 999 caregivers, this study validates the LIS-C through exploratory and confirmatory factor analyses, revealing a three-dimensional construct that includes perceived impact, school safety, and expressed concern. The development and validation of the LIS-C provide school-based mental health professionals with a psychometrically sound tool to address caregiver concerns, paving the way for a more informed and intentional implementation of lockdown drills. This research underscores the pertinence of examining caregiver perceptions to foster a safer and more supportive school environment.

Professional Learning Community

This study aims to analyze the impact of the Professional Learning Community (PLC) on the quality of learning in Nusantara Capital Buffer Schools (IKN). A mixed-method approach, combining qualitative and quantitative elements, was employed to understand the phenomenon comprehensively. The results indicate a significant improvement in learning outcomes, as evidenced by the increase in the average post-test score (70) compared to the pre-test score (48.75). The PLC program provided a platform for teachers to collaborate, share insights, and develop effective strategies to address learning challenges. Furthermore, implementing the PLC fostered a more supportive school environment, making students feel more comfortable and engaged. The findings underscore the importance of enhancing and expanding PLC initiatives to improve students' academic and non-academic achievements. Practically, these results suggest that the PLC model can be a valuable tool for teacher development and improved student outcomes. Academically, this study contributes to the growing literature on collaborative learning environments and their role in enhancing educational quality.

School Heads’ Mentoring Practices And Supervisory Skills: Their Influence On Teachers’ Performance

This descriptive-correlational study investigated the relationship between school heads’ mentoring practices, supervisory skills, and teacher performance in Iloilo City, Philippines. Data from 350 randomly selected elementary and secondary teachers revealed that school heads prioritize fostering a positive attitude in teachers, while their overall supervisory skills are perceived as exceeding expectations. Interestingly, teacher performance also exceeded expectations, but no significant correlation was found between mentoring-supervisory skills and teacher performance. This suggests that other factors beyond school leadership might influence teacher effectiveness. However, mentoring practices were consistently valued by teachers, highlighting their importance in creating a supportive school environment.