Supportive School Environment Research Articles

Improving school mindfulness: analysing the impact of principals’ effective communication and teachers’ trust on schools’ organisational mindfulness in Kuwait

Purpose This paper aims to investigate the influence of school principals’ effective communication and teachers’ trust in principals on schools’ organisational mindfulness from the perspective of public school teachers in Kuwait. Design/methodology/approach The study used a cross-sectional research design. A quantitative survey questionnaire was electronically sent to public school teachers in Kuwait. The final sample size consisted of 641 teachers. Findings The teachers exhibited a moderate level of school principal effective communication and organisational mindfulness, in addition to higher levels of school principal trust. Multiple regression analysis results revealed that schools’ organisational mindfulness was significantly related to the teacher’s trust in school principals’ and their effective communication. Research limitations/implications This study used quantitative data from a survey of public school teachers in Kuwait in a given period. Practical implications The findings indicate that the school principal’s communication and teachers’ trust in the principal are critical for creating a mindful and high-quality school culture. Thus, policymakers should empower principals to prioritise mindfulness in creating a positive and supportive school environment. Originality/value The study contributes to the understanding of the influence of leadership aspects on organisational mindfulness in schools. To the best of the author’s knowledge, this is the first study to investigate the impact of school principals’ practices on the quality of school organisations in Kuwait’s centralised educational system. This will pave the way for further research in the field.

Educational and occupational aspirations of adolescent and young adult cancer survivors: a qualitative analysis.

Adolescent and young adult cancer survivors (AYACS) are patients diagnosed with cancer between 15 and 39years of age. AYACS are often derailed from planned educational and occupational endeavors due to disruption from cancer treatment and its consequences. The study objective was to examine how a personal cancer diagnosis impacted AYACS' experiences related to these endeavors. Semi-structured interviews were conducted as part of a larger study assessing psychosocial challenges among a younger AYACS subset aged 15-25years old at the time of cancer diagnosis. Interviews were coded based on responses and were used to develop themes related to educational and occupational endeavors. Data were collected from 35 participants. Five themes emerged: (1) Pauses in educational attainment had a detrimental effect on educational goals for some participants, but further solidified and sculpted educational plans for others; (2) Although participants experienced challenges accomplishing educational goals, supportive school environments helped surmount these challenges; (3) Participants reflected on rethinking career aspirations, though some desired to pursue the same occupation planned before cancer diagnosis; (4) Participants experienced challenges, including physical and cognitive limitations, upon returning to work; and (5) Participants valued autonomy and normalcy through work and appreciated supportive and flexible work environments. AYACS prioritize professional achievement, yet encounter challenges in achieving professional goals. Our findings create a foundation for developing and testing prospective interventions to promote continuance of school and work during cancer treatment when feasible, and proactive reintegration strategies for those who paused professional goals due to cancer treatment.

Exploring the Dynamics of Bystander Behaviour in School Bullying: Empathy, Emergency Evaluation, and Victim-Bystander Relationships

School bullying significantly impacts students' well-being and academic performance. This study investigates the relationships between empathy, emergency evaluation, and victim-bystander relationships, and the three types of bystander behaviours: perpetrator-helpers, outsiders, and defenders. A total of 230 Chinese students aged 12 to 20 participated in an online survey, collecting data on their bullying experiences, bystander roles, and knowledge of bullying. Statistical analyses, including chi-square tests and Pearson correlations used to examine these relationships. Findings indicate that friendships significantly increase the likelihood of bystanders becoming defenders, while friends of perpetrators are more likely to become perpetrator-helpers. Emergency evaluation is crucial; bystanders are more likely to help when they perceive the situation as an emergency. No statistically significant evidence was found linking empathy to helping behaviour, although there was a trend suggesting empathetic bystanders may be more inclined to help. Fostering friendships and improving students' ability to recognize and respond to emergencies can enhance bystander intervention. Educating students, teachers, and parents on these aspects is vital. Further research is needed to explore empathy's role in bystander behaviour comprehensively. Implementing programs to build social bonds, educate students about bullying, and train students in emergency evaluation can reduce bullying's incidence and impact. Enhanced support systems involving teachers and parents are also crucial for creating a supportive school environment.

The relationship between anxiety and depression in adolescent depression patients: The mediating effect of hope level and coping modes

BackgroundAdolescents diagnosed with depression are particularly susceptible to anxiety and depressive symptoms, this vulnerability often diminishes their future expectations and overall outlook on life. The objective of this research was to scrutinize the associated risk factors of adolescent depression and delineated the interplay between anxiety and depressive symptoms. Concurrently, it sought to ascertain the latent mediating effects of hope levels and coping strategies within this framework. MethodsA mixed-methods research approach was employed. For the qualitative component, 18 adolescents with depression were interviewed following a semi-structured interview guide, with sessions audio-recorded. The data were subsequently transcribed and subjected to thematic content analysis. In the quantitative phase, a cross-sectional online survey was administered to 210 adolescents diagnosed with depression using Questionnaire Star, with data analysis performed using SPSS25.0 and AMOS 24.0. ResultsThe qualitative analysis identified three major themes and nine categories as key risk factors influencing the onset of adolescent depression. Three major themes were generated: school factors, family factors, and other factors. Nine categories were generated: heavy academic load, strained peer, and teacher-student relationships; unstable family structures, internal familial conflicts, and high parental expectations; a strong sense of social isolation, insufficient sexual education, and prevalent suicidal ideation or attempts. A nurturing and supportive school environment significantly bolsters adolescents' sense of hope and coping abilities, while a warm and encouraging family setting effectively mitigates psychological stress. Conversely, heightened loneliness and the onset of suicidal ideation are frequently linked to diminished hope and the adoption of maladaptive coping strategies. Hence, to comprehensively understand the intricate interplay of these factors, this study concentrated on the levels of hope and coping mechanisms, investigating their potential mediating role in adolescent anxiety and depression. Quantitative analysis revealed a positive correlation between anxiety and depression (r = 0.767, p＜0.01). Additionally, it was found that hope levels and coping strategies mediated the relationship between anxiety and depressive symptoms (β = −0.24–0.84 = 0.20, p < 0.001; β = 0.19–0.51 = −0.10, p < 0.01), with the mediating influence of hope levels being more significant than that of coping strategies. ConclusionEnhancing hope levels and fostering positive coping strategies are instrumental in aiding adolescents with depression to alleviate their anxiety and depressive symptoms. Moreover, this study underscored the importance of focusing on adolescents' mental health and providing them with emotional support, thereby increasing their hope levels and encouraging the adoption of positive coping mechanisms to effectively address their challenges.

Strategi Kepala Sekolah Dalam Membangun Budaya Religius Siswa Di SMP Negri 05 Pontianak

This research aims to examine the principal's strategy in building a religious culture at SMP Negeri 05 Pontianak. The method used is descriptive qualitative with a case study approach. Data collection techniques include observation, interviews and documentation. The research results show that school principals implement various strategies such as implementing routine religious programs, developing a curriculum that is integrated with religious values, creating a supportive school environment, collaborating with parents and the community, and developing teacher professionalism in religious aspects. These strategies involve all school components and aim to create an environment that supports religious values, strengthen the school's commitment to forming students' religious character, and ensure continuity between the values ​​taught at school and those applied in students' homes and social environments. This research concludes that the principal's leadership plays a very important role in achieving these goals

Navigating school belonging in Qatari schools: A mixed‐methods study of student perspectives

AbstractA sense of school belonging is essential for adolescent development, though there is limited research investigating ways to improve students' sense of school belonging in Qatar. With 116 Qatari secondary school students, the current study explored student perspectives of ways teachers and schools could improve their sense of school belonging. Students responded to a survey including open‐ended questions and a descriptive scale measuring the usefulness of established belonging strategies during remote learning, in‐person, or all the time (both). Encouragement and support from teachers were found to be useful all the time, with school activities during breaks and opportunities to make friends only being useful during school‐based learning. From the examination of open‐ended responses using a hybrid qualitative approach with inductive and deductive coding, two overarching themes each at the teacher‐level and school‐level were found, defined by several subthemes. Belonging practices at the teacher‐level included caring and supportive teachers and teachers treating students as people. Belonging practices at the school‐level included student engagement and a positive and supportive school environment. For Qatari students practices such as prioritising supportive student–teacher relationships, introducing policies which promote a respectful, fair and safe environment, and offering school wide‐extracurricular activities that encourage peer connections are important to develop their sense of school belonging.

Positive Youth Development Approach to School Safety: A Comprehensive Conceptual Framework.

Youth violence, victimization, and bullying are pervasive in schools across the United States and are detrimental for learning and healthy development. K-12 school safety is an increasingly urgent issue to research and understand from multiple perspectives. Physical and psychological safety in school is linked to better student and school outcomes and is fundamental to fostering well-being and prosocial behavior. Despite research demonstrating positive outcomes associated with school safety, there is no comprehensive conceptual model in the literature that considers precursors, strategies, mechanisms, and outcomes of school safety together. The current paper presents an equity-centered comprehensive model of school safety, which is intended as a holistic representation of the multiple factors and pathways that contribute to school safety and positive youth development. This model can guide research and practice through an equity-centered and comprehensive approach. This model can enable practitioners, researchers, and policymakers to make informed decisions and reach consensus regarding planning and decisions related to reducing violence and establishing supportive school environments. Our model suggests that a comprehensive approach can ensure the safety and well-being of students and staff. By thinking ecologically, schools, communities, and stakeholders can ensure that all aspects of the school context are included in school safety.

Impact of Multilingual Use on Speech Development of Children Aged 4-5 Years in TK TA 03 Pengkol

The use of more than one language in everyday life is common in many families around the world. Children are often exposed to more than one language from an early age. Multilingualism, also called bilingualism, refers to a person's ability to communicate in two or more languages. This study aims to analyze the impact of multilingual use on speech development in children aged 4-5 years. Researchers will explore the positive or negative impacts, as well as factors that can moderate the results. The method used in this study is qualitative. The type of research used is a case study. The results of this study show that the use of multilingual (Indonesian, Javanese, and English) in the daily lives of children aged 4-5 years has both positive and negative impacts. The positive impacts include improving cognitive abilities and social skills, as well as readiness to face the times. However, some children experience confusion and speech delays. Significant supporting factors are a supportive school environment with structured and interactive teaching methods, as well as the consistent role of parents in language habituation at home. The influence of social media also motivates parents to teach foreign languages, especially English. Therefore, the right approach and support from the school environment and parents is essential in optimizing the benefits of multilingualism for children's language development.

Fostering Student Success: The Synergistic Effects of Family Climate and School Environment

This paper delves into the notable, interconnected tasks of family climate and school environment in stimulating student success. It also traverses how these two important influences work synergistically – meaning their combined effect is more than the total of their individual parts – to determine student academic achievement, emotional well-being, and overall development. The paper analyzes the features of positive family climates and supportive school environments, pointing up factors such as communication, parental involvement, clear expectations, and a sense of belonging. It then examines the research on the synergistic effects of these factors, demonstrating how a healthy home environment can amplify the benefits of a positive school experience, and vice versa.

Pengaruh Lingkungan Sekolah, Perhatian Orang Tua dan Kebiasaan Belajar Siswa SMA Negeri 1 Ketapang

In the current era of globalization, students are faced with demands to consider factors influencing their academic achievements. This research aims to uncover the role of an effective school environment, parental attention, and study habits in enhancing students' educational quality. Quantitative methods were employed in this study. This approach was chosen to provide a more measurable understanding of the roles of the school environment, parental involvement, and study habits on students' academic outcomes. Involving 207 students as research samples, sampling was conducted randomly. Data collection was carried out through distributing questionnaires covering school environment variables, parental involvement, and study habits. Data analysis was conducted through validity testing, reliability testing, classical assumption testing, and multiple linear regression. The use of multiple linear regression as a data analysis tool enabled researchers to understand the extent to which certain variables, such as the school environment, parental involvement, and study habits, contribute to variations in students' academic outcomes. Findings indicate that the school environment plays a significant role in determining students' academic achievements. Emotional involvement and parental support also contribute to students' academic performance. Furthermore, consistent and effective study habits have proven to be significant factors in developing students' academic achievements. With a supportive school environment for learning and positive contributions from parents, as well as effective study habits, it is expected that students' academic outcomes will improve.

Addressing suicidality in autistic youth: Implications for school mental health professionals

AbstractSuicide is a complex, multifaceted crisis affecting children and adolescents, and has become a major public health concern. While there is a plethora of research on this topic among neurotypically developing youth, much less is known about the nature of suicidality in autistic individuals. Autistic youth show an increased vulnerability for suicidal tendencies that are poorly understood among school mental health (SMH) professionals, who report a range of competency and self‐efficacy to address suicidality in school settings (Debski et al., 2007; O'Neill et al., 2020). Co‐occurring mental health difficulties pose significant challenges in the early detection of suicide risk in autistic youth. Given that suicide is the leading cause of death among autistic individuals, the incidence of suicidality among autistic youth is of particular concern. This article provides a practice‐friendly review of the research outlining innate vulnerabilities that present risk factors for suicide among autistic youth, along with assessment considerations that help inform the management of suicide risk in autistic youth. We conclude with recommendations for integrating a multi‐tiered neurodiverse‐affirming approach with sensitivity for student intersecting identities and system‐level influences on student mental health that enables SMH professionals to create supportive school environments for autistic youth that prevent further harm.

The Effects of Parental Involvement on Student Academic Success

Parental involvement in education has been recognized as a crucial factor in student academic success. This paper examines the impact of parental involvement on student outcomes, including academic achievement, attitudes towards learning, and socioemotional development. It explores various forms of parental involvement, such as communication with teachers, participation in school activities, and support with homework, and analyzes their effects on student performance. Drawing on empirical research and theoretical frameworks, the paper highlights the benefits of parental involvement for students across different grade levels and socio-economic backgrounds. It discusses the positive influence of parental engagement on students' motivation, self-esteem, and sense of belonging, as well as its role in fostering positive parent-child relationships and family cohesion. strategies for promoting parental involvement in education, including parent education programs, outreach initiatives, and collaborative partnerships between schools and families. It emphasizes the importance of creating a supportive and inclusive school environment that values and encourages parental participation.

FAMILY CONFLICTS AND STUDENTS DROP OUT IN PUBLIC PRIMARY SCHOOLS IN RWANDA, A CASE OF BUGESERA DISTRICT RWANDA

The effect of family conflicts on childrens education is significant and can affect various aspects of their educational outcomes.The Objective of the study was to assess the effect of family conflicts on student dropout rates in public primary schools in Bugesera District, Rwanda.. This research was supported with system theory and Maslows hierarchy of needs Theory. The researcher used descriptive research design for data collections. The participants were students, parents, teachers and Head teachers. All respondents was 960 including 30 headteachers 120 teachers,360 parents and 450 Students from 30 schools sampled schools from 15 sectors of Bugesera District, Rwanda. The Yamane formula was used to calculate the sample size of 282 respondents. The participants was chosen by using different methods where researcher was random sampling and purposive sampling. Researcher was questionnaire and interview guide as data collection instruments where Questionnaire was designed to parents and interview guide was designed for schools heads, teachers and students. Researcher used IBM.SPSS 22.0 in analysis procedure.Table 4.16 in the study revealed a strong relationship between family conflict and students drop out rate in public primary schools. This relationship was substantiated by a Pearson correlation coefficient (r) of 0.948, which was associated with a statistically significant p-value of 0.000 for a two-tailed test. This suggests a highly positive and statistically significant association between family conflicts and students drop out . The findings also found in table 4.17 that all variables are coherent and students drop out is caused by family conflict within the family as it is shown by the regression analysis model with Square of 0.898 means that the all kinds of family conflict affect significantly students schooling including students drop out. Government should enact policies that prioritize family well-being and address the underlying socioeconomic determinants of family conflicts, such as poverty, unemployment, and inadequate social services. The Ministry of Education should integrate family conflict resolution programs into the national curriculum, equipping students with conflict resolution skills and fostering familial cohesion. Headteachers should foster a supportive school environment that prioritizes the well-being of students and families. Teachers should Cultivate a safe and supportive classroom environment where students feel valued, respected, and empowered to express themselves.

Memahami Pengaruh Lingkungan Sekolah terhadap Kemampuan Membaca Lancar Level 3 pada Anak Sekolah Dasar

This research aims to understand the influence of the school environment on the reading fluency of fifth-grade elementary school students. The school environment includes factors such as the quality of teaching, the availability of reading materials, support from teachers, and a conducive learning atmosphere. The research methods used are surveys and observations in elementary schools. The results of the study show that a good and supportive school environment has a positive correlation with students' reading fluency. Factors such as interactive teaching approaches, adequate library availability, and emotional support from teachers have been proven to improve students' reading abilities. These findings underline the importance of creating a conducive school environment for the development of literacy in elementary students.

Beyond Personal Factor: A Multilevel Analysis for Predicting the Effect of Moral Self-regulation and School Climate on Muslim Adolescent Aggressivity

Aggressive behaviors among adolescents have been increasingly observed in Indonesian Islamic boarding schools (pesantren), garnering significant attention due to their incongruity with the schools' ethos. Addressing these behaviors in pesantren requires a different approach from mainstream schools due to their unique characteristics. This study investigates the impact of moral self-regulation and school climate on aggressiveness among Muslim adolescents, using a multilevel analysis that considers both individual and institutional factors within the educational setting as units of analysis. This quantitative study involved 428 participants (mean=16.45, SD=1.01) both males and females from ten pesantren in three provinces in Indonesia selected using convenience sampling. Data were collected using the modified version of the aggressivity scale, moral self-regulation scale, and school climate scale. They were analyzed using multilevel regression analysis techniques with the aid of the R lmerTest program. An initial evaluation of the need for multilevel analysis was done by checking the significance of the Likelihood Ratio Test (LRT) results for the Intercept models and Intraclass correlation (ICC) above 5%. LRT and Akaike Information Criterion (AIC) were used as the selection criteria for the best hierarchical models involving random intercepts and random slopes. The study found that better moral self-regulation in students significantly reduces adolescent aggressivity. Additionally, a positive school climate helps prevent aggressive behavior among students. Addressing aggression in Muslim adolescents in Indonesia requires focusing on both individual and school factors that promote positive behavior, emphasizing the importance of moral self-regulation and a supportive school environment.

Understanding the Multiple Influences on Black Parents' School Involvement: A Longitudinal Perspective.

This study explores longitudinal influences of various factors on Black parents' involvement in their children's education. Guided by Hoover-Dempsey & Sandler's Model of Parent Involvement, this research examines whether parents' school climate perceptions, attitudes about involvement, self-efficacy, and children's academic performance predict parent involvement over time. Utilizing data from the Maryland Adolescence in Context Study with a sample of 560 Black parents, we found that positive school climate perceptions and favorable attitudes towards involvement significantly predict increased parent involvement in later years. The results underscore the importance of supportive school environments and parent attitudes in fostering their involvement.

Effect of Educational Leadership Practices on Education Quality in Secondary Schools in South Sudan

This study examines the effect of educational leadership practices on the education quality of secondary schools in South Sudan. A mixed-methods approach, combining qualitative and quantitative research methods, was employed to gather data from 350 students through questionnaires and interviews. The results of the regression analysis revealed a significant positive relationship between educational leadership practices and education quality. Specifically, strong communication skills, an effective decision-making style, instructional leadership, and a positive school climate and culture on the part of the educational leadership were associated with higher levels of education quality. The study underscores the importance of educational leaders prioritizing the development and enhancement of their leadership practices to support education quality for student success. Recommendations include providing targeted training and professional development opportunities for leaders to improve their leadership skills and creating a supportive and collaborative school environment that values effective educational leadership practices. By investing in educational leadership development and ensuring they have the necessary skills and resources, all stakeholders can help improve education quality for the best academic outcomes for students in South Sudan. The findings of this study contribute valuable insights for educational institutions and policymakers aiming to enhance education quality through effective educational leadership practices.

Talking about Homelessness and School: Recommendations from Canadian Young People Who Have Experienced Homelessness

The primary research question driving this paper is the following: “What are the schooling experiences of young people who are at risk of or experiencing homelessness?” Through interviews with 28 young people in two cities in Ontario, Canada, the authors identified several common experiences, including the following: lack of available information that could help them cope with their housing difficulties; prejudice and bullying from other students, sometimes stemming from their housing problems but also due to factors such as racialization, gender identity, poverty, and substance use; and individual support from some teachers and support staff, although this was dependent on being in school. They proposed changes to help young people still in school, including the inclusion of non-judgmental information and guidance on dealing with poverty and homelessness in school curricula, educating school staff about the ‘symptoms’ of homelessness to help them identify students at risk, and creating more safe and supportive school environments overall.

부모의 학습지원과 지지적 학교환경이 초등학생의 학습태도에 미치는 영향

Objectives The purposes of this study were to specify variables related to convergence competency, and to ana-lyze the structural relationships among them. The purposes of this study were to specify variables related to con-vergence competency, and to analyze the structural relationships among them. Methods In this study, 1,145 children who responded to all related variables in the 12th and 13th data of the Korean Children's Panel were used as data. The structural equation model was analyzed to understand the struc-tural relationship between each variable, and the direct and indirect effects were verified through this. In addition, the mediating effect was verified using bootstrapping. Results There was no significant relationship between parents' learning support and elementary school students' learning attitude, and there was a positive relationship between the supportive school environment and learning attitude. Grit showed a complete mediating effect in the effect of parental learning support on learning attitude, and Grit showed a partial mediating effect in the effect of supportive school environment on learning attitude. Conclusions Parents' learning support and supportive environment had a positive effect on Grit, which improved the learning attitude. This study is expected to help parents, who are interested in their children's learning, support direction and school environment by examining the influence and path of parents‘, school variables and grit that can positively affect learning attitudes.

청소년의 학교폭력 피해 경험과 삶의 만족도

The purpose of this study was to examine the serial multiple mediating effects of parental attachment and supportive school environment on effect of school bullying victimization in adolescents on life satisfaction. Methods : An analysis was conducted using the data of 1,328 adolescents in the 14th wave of Panel Study on Korean Children(2021). The data were analyzed by significance of mediated pathways using SPSS 26.0 and PROCESS macro v. 4.2. Result: First, School bullying victimization had a significant effect on life satisfaction. Second, School bullying victimization was found to have a significant effect on life satisfaction through the parental attachment and supportive school environment. Based on the results of this study, practical and policy intervention measures were proposed to improve the life satisfaction of adolescents who have experienced school Bullying victimization.