The review focuses on five essential dimensions of school climate: Safety, Relationships, Teaching and Learning, Institutional Environment, and the School Improvement Process. Aiming to change and reinvigorate the school climate around alcohol and other drug education, our modules provide curriculum-consistent health education courses proven to reduce harm and improve student well-being. Recently, the U.S. Department of Education, Center for Disease Control and Prevention, Institute for Educational Sciences, a growing number of State Departments of Education, foreign educational ministries, and UNICEF have focused on school climate reform as an evidence-based school improvement strategy that supports students, parents/guardians, and school personnel learning and working together to create ever safer, more supportive and engaging K–12 schools. (, Najaka, S. S., Gottfredson, D. C., Wilson, D. B. In S. R. Jimerson & M. J. Furlong (Eds. Access to society journal content varies across our titles. Positive school climate also enhances teacher retention. This work presents an integrative review on school climate research. A motivational model of rural students' intentions to persist in, versus drop out of, high school. Research shows a direct link between students’ success and the school environment in which . By Vicki Zakrzewski | … A., Dymnicki, A. Journal of School Violence, 8(4), 355–375. Teachers and students deserve school environments that are safe, supportive, and conducive to teaching and learning. ), Handbook of school violence and school safety: From research to practice (pp. Conversely, negative school climate can harm students and raise liability issues for schools and districts. "What gets measured gets done" is a common saying among researchers. Login failed. The World Climate Research Programme (WCRP) facilitates analysis and prediction of Earth system change for use in a range of practical applications of direct relevance, benefit and value to society. You can be signed in via any or all of the methods shown below at the same time. The World Climate Research Programme (WCRP) facilitates analysis and prediction of Earth system change for use in a range of practical applications of direct relevance, benefit and value to society. Research from ASSC. Education Levels. For more than a century, there has been a growing interest in school climate. (. For that reason, to make school climate improvements, it is critical to know the strengths and issues in a school according to students, staff, and family. Resnick, M. D., Bearman, P. S., Blum, R. W., Bauman, K. E., Harris, K. M., Jones, J., et al. The development of school well-being in secondary school: High academi... Empathetic and Collaborative Climate in the Classroom, Astor, R. A., Benbenisty, R., Estrada, J. N. (, Astor, R. A., Guerra, N., Van Acker, R. (, Beets, M. W., Flay, B. R., Vuchinich, S., Acock, A. C., Li, K., Allred, C. (, Benninga, J. S., Berkowitz, M. W., Kuehn, P., Smith, K. (, Birkett, M., Espelage, D. L., Koenig, B. W. (, Blum, R. W., McNeely, C. A., Rinehart, P. M. (, Bradshaw, C., Koth, C., Thornton, L., Leaf, P. (, Brand, S., Felner, R., Shim, M., Seitsinger, A., Dumas, T. (, Brookmeyer, K. A., Fanti, K. A., Henrich, C. C. (, Brookover, W., Beady, C., Flood, P., Schweitzer, J., Wisenbaker, J. School climate has many aspects. Measuring School Climate: Using Existing Data Tools on Climate and Effectiveness to Inform School Organizational Health Rachel E. Durham, Amie Bettencourt, and Faith Connolly Executive Summary Despite—or perhaps due to—the lack of consensus on its definition, there is abundant interest in and research on school climate. The Center for School Safety, School Climate and Classroom Management promotes basic and applied research and facilitates educational and outreach efforts. (, Haahr, J. H., Nielsen, T. K., Hansen, M. E., Jakobsen, S. T. (, Hallinan, M. T., Kubitschek, W. N., Liu, G. (, Haynes, N. M., Emmons, C., Ben-Avie, M. (, Higgins-D’Alessandro, A., Sakwarawich, A. Education and Urban Society, 40(2), 179–204. (, Sherblom, S. A., Marshall, J. C., Sherblom, J. C. (, Shochet, I. M., Dadds, M. R., Ham, D., Montague, R. (, Skiba, R., Simmons, A. Journal of School Health, 74(7), 262–273. Protecting adolescents from harm: Findings from the National Longitudinal Study on Adolescent Health. Academic emphasis of urban elementary schools and student achievement in reading and mathematics: A multilevel analysis. We conclude with a critique of the field and a series of recommendations for school climate researchers and policymakers. School climate: Research, policy, practice, and teacher education. A positive school climate and school culture promote students' ability to learn. Safe, supportive, and effective schools: Promoting school success to reduce school violence. In their review of the school climate research, Thapa, Cohen, Guffey, and Higgins-D’Alessandro (2013) found a continued lack of well-defined and research-based models for school climate, because fewer studies examined the effects of school climate within . Remedial and Special Education, 28(6), 325–339. (, Bryk, A. S., Sebring, P. B., Allensworth, E., Luppescu, S., Easton, J. Q. School Climate Improvement Resource Package. These interactions are framed by the culture and structure of the school, its composition, and its relationship to families, communities, and the state and have been found to affect student and school outcomes. This summary report builds on previous school climate reviews and details how school climate is associated with and/or promotes safety, healthy relationships, engaged learning and teaching and school improvement efforts. Despite this limitation, three sub-factors of the construct (Moos and Moos… The Summit assembles internationally recognized innovators together with practicing educators and consultants who are currently finding success with cutting-edge best practices and research-based methodologies in … Measuring School Climate: Using Existing Data Tools on Climate and Effectiveness to Inform School Organizational Health Rachel E. Durham, Amie Bettencourt, and Faith Connolly Executive Summary Despite—or perhaps due to—the lack of consensus on its definition, there is abundant interest in and research on school climate. Various scales have been used, with their different sub-scales flowing from different articulations of the construct. Grayson, J. L., & Alvarez, H. K. (2008). Members of _ can log in with their society credentials below, Amrit Thapa, Jonathan Cohen, Shawn Guffey, and Ann Higgins-D’Alessandro, First Published Online: September 1, 2013. A cluster randomized controlled trial of child-focused psychiatric consultation and a school systems-focused intervention to reduce aggression, Creating a peaceful school learning environment: The impact of an antibullying program on educational attainment in elementary schools, Relationships between school-level and classroom-level environment, National Commission on Teaching and America’s Future, The relationship between forms of instruction, achievement and perceptions of classroom climate, School climate and implementation of the pathways study, Relational aggression at school: Associations with school safety and social climate, Schools make a difference: Evidence, criticism and new directions, The relationship of school belonging and friends’ values to academic motivation among urban adolescent students, School climate predictors of school disorder: Results from national delinquency prevention in school, School climate factors relating to teacher burnout: A mediator model, Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning, “Tolerating” adolescent needs: Moving beyond zero tolerance policies in high school, The relationship of school structure and support to suspension rates for Black and White high school students, Teacher safety and authoritative school climate in high schools, Authoritative school discipline: High school practices associated with lower student bullying and victimization, School climate and implementation of a preventive intervention, Mo’ money, mo’ problems? Hurricane Katrina prompted the largest forced migration of Americans since the Civil War. Washington, D.C. 20007 The GLSEN National School Climate Survey* is our flagship report on the school experiences of LGBTQ youth in schools, including the extent of the challenges that they face at school and the school-based resources that support LGBTQ students’ well-being. The e-mail addresses that you supply to use this service will not be used for any other purpose without your consent. A. M., Lonczak, H. S., Hawkins, J. D. (, Catalano, R. F., Haggerty, K. P., Oesterie, S., Fleming, C. B., Hawkins, J. D. (, Centers for Disease Control and Prevention . (2003). The 206 citations used in this review include experimental studies, correlational studies, literature reviews, and other descriptive studies. By continuing to browse Roles. The School Climate & Culture Forum is held as part of the Innovative Schools Summit. An APA task force is working to change that, La violencia sexual en las relaciones interpersonales de adolescentes [Sexual violence in teenage relationships], Students’ need for belonging in the school community, Collaborative for Academic, Social, and Emotional Learning, The first two years of school: Teacher-child relationships and deflections in children’s classroom adjustment, Retrospection and persistent school absenteeism, Protecting adolescents from harm: Findings from the national longitudinal study on adolescent health, Observing bullying at school: The mental health implications of witness status, High school dropouts: A review of issues and evidence, School effects on pupil progress: Research findings and policy implications, Students’ well-being, coping, academic success, and school climate, School climate in middle schools: A cultural perspective, The relationship between school climate and math and reading achievement, Educational Testing Service, Office for Minority Education, The contribution of student perceptions of school climate to understanding the disproportionate punishment of African American students in a middle school, School connectedness is an underemphasized parameter in adolescent mental health: Results of a community prediction study, Professional support and its effects on teachers’ commitment, Beyond guns, drugs and gangs: The structure of student perceptions of school safety, Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year, Young African American and Latino children in high-poverty urban schools: How they perceive school climate, What’s different about truants? American Journal of Public Health, 100(9), 1701–1707. (, Gregory, A., Cornell, D., Fan, X., Sheras, P., Shih, T., Huang, F. (, Gregory, A., Henry, D. B., Schoeny, M. E. (, Guffey, S., Higgins-D'Alessandro, A., Cohen, J. Linking research to educational practice, The school’s role in developing civic engagement: A study of adolescents in twenty-eight countries, International Association for the Evaluation of Education Achievement, Creating a peaceful school learning environment: A controlled study of an elementary school intervention to reduce violence, The walls speak: The interplay of quality facilities, school climate, and student achievement, Teacher and student behavior as a function of risk for aggression, Staff reports of psychosocial climate at school and adolescents’ health, truancy and health education in Finland, School warmth, student participation, and achievement, Toward a knowledge base for school learning, A Tobit regression analysis of the covariation between middle school students’ perceived school climate and behavioral problems, Exploring the relationships among race, class, gender, and middle school students’ perceptions of school racial climate, Students’ perceptions of school climate during the middle school years: Associations with trajectories of psychological and behavioral adjustment, Student motivation in middle school: The role of perceived pedagogical caring, Peer relationships and collaborative learning as contexts for academic enablers, Youth perceptions of life in school: Contextual correlates of school connectedness in adolescence, The interface of school climate and school connectedness and relationships with aggression and victimization, The influence of sex, age, teacher experience and race on teacher perception of school climate, The association between direct and relational bullying and behaviour problems among primary school children, Student suspension: A critical reappraisal, Bully/victim students & classroom climate, Youth civic engagement in the twenty-first century, The scientific base linking social and emotional learning to school success. This work presents an integrative review on school climate research. The email address and/or password entered does not match our records, please check and try again. Schools and districts should implement social, emotional, and behavioral support systems to create a climate that supports and responds to student behavior. Others have outlined the importance of climate at the classroom level. Key Stakeholders Engaging as early as possible with the key stakeholders most relevant to … Literature in this field sug- B., Taylor, R. D., Schellinger, K. B. Negative school climate is linked to lower student achievement and graduation rates, and it creates opportunities for violence, bullying, and even suicide. It includes a variety of resources that meet a range of needs among stakeholders interested in improving school climate. Efforts to improve school climate and safety can also reduce violent behavior and mitigate teacher burnout. Children’s social and scholastic lives in kindergarten: Related spheres of influence? School climate is a broad concept that involves several aspects of the educational experience and may be described as the quality and character of school life. This lack of definitional consensus has meant that school climate is measured inconsistently (Thapa et al., 2013). Research has shown that positive school climate is tied to high or improving attendance rates, test scores, promotion rates, and graduation rates. Journal of School Health, 72(4), 138–146. School climate refers to the quality and character of school life. The GLSEN National School Climate Survey* is our flagship report on the school experiences of LGBTQ youth in schools, including the extent of the challenges that they face at school and the school-based resources that support LGBTQ students’ well-being. Gottfredson, G. D., & Gottfredson, D. C. (2001). To prevent automated spam submissions leave this field empty. Hardre, P. L., & Reeve, J. Classroom climate refers to the specific instructional environments cultivated by individual teachers. School climate research is clearly evolving. The U.S. Department of Education (ED) has prioritized research about school climate and the use of such research to develop more effective policy and school practices. Promoting adolescent mental health is a global priority, and schools have an important role to play. This Web site is operated and maintained by AIR. Climate Research A major environmental journal, CR invites papers on all aspects of the interactions of climate with organisms, ecosystems and human societies. Relationships matter: Linking teacher support to student engagement and achievement. Teachers as builders of respectful school climates: Implications for adolescent drug use norms and depressive symptoms in high school, High suspension schools and dropout rates for Black and White students, A multilevel model of the social distribution of high school achievement, Hostile school climates: Explaining differential risk of student exposure to disruptive learning environments in high school, Examining school connectedness as a mediator of school climate effects, Hierarchical linear modeling of student and school effects on academic achievement, The development of academic competence among adolescents who bully and who are bullied, The effects of school culture and climate on student achievement, Closing the achievement gap: The association of racial climate with achievement and behavioral outcomes, School climate for transgender youth. For example, a 2008 study examined seven years of longitudinal data on school leadership, parent and community ties, faculty quality, school safety and order, and instructional guidance. Research findings have also shown that a negative school climate can have detrimental effects on students' psychological and social-emotional well-being, leading to mental health problems. Category: School Climate Findings from Student Responses to Questions about Mental Health and Suicide from the 2019 Philadelphia Youth Risk Behavior Survey In spring 2019, the School District of Philadelphia (SDP) administered the Philadelphia YRBS to a random sample of high school students at 25 randomly selected District schools. The school climate tradition was informed by organizational and school effectiveness research.10 School climate includes the interactions of all members of the school community; larger organizational patterns including culture, structure, and resources; and how individuals experience and appraise Goddard, R. D., Sweetland, S. R., & Hoy, W. K. (2000). 2,4,16,30,31,32,33 Specifically, effective antibullying programs incorporate: A school-wide focus on increased supervision and the promotion of prosocial behavior. Journal of School Psychology, November 2016. School climate refers to the quality and types of interactions that take place between and among young people and adults in a school. Creating a supportive school climate—and decreasing suspensions and expulsions—requires close attention to the social, emotional, and behavioral needs of all students. If you have access to a journal via a society or association membership, please browse to your society journal, select an article to view, and follow the instructions in this box. B., Taylor, R. D., Schellinger, K. B., Pachan, M. (, Pianta, R. C., Steinberg, M., Rollins, K. (, Power, F. C., Higgins, A., Kohlberg, L. (, Resnick, M. D., Bearman, P. S., Blum, R. W., Bauman, K. E., Harris, K. M., Jones, J., Udry, J. R. (, Reynolds, D., Jones, D., St. Leger, S., Murgatroyd, S. (, Rivers, I., Poteat, V. P., Noret, N., Ashurst, N. (, Rutter, M., Maughan, B., Mortimore, P., Ouston, J. While most resources and information could be beneficial to all, there are some materials specific to particular roles in making improvements to the learning environment. The report details a two-year exploratory, mixed-methods research study on the disciplinary practices and climate of schools serving K–8 students in the School District of Philadelphia (SDP). The results suggest that school climate shares an important relation with chronic absence among adolescent students attending urban schools. Providing additional feedback is optional. (, Catalano, R. F., Berglund, M. L., Ryan, J. School climate is complex, encompassing many different aspects of the overall school environment, such as relationships, safety, and the quality of instruction. (, Wang, M. T., Selman, R. L., Dishion, T. J., Stormshak, E. A. If you have the appropriate software installed, you can download article citation data to the citation manager of your choice. Van Eck, Kathryn, Stacy R. Johnson. Climate Schools. Research shows that positive school climate is tied to better attendance rates, test scores, promotion rates and graduation rates. Is the link between large high schools and student victimization an illusion? (, Carnegie Corporation of New York & Center for Information and Research on Civic Learning and Education . (, Koth, C. W., Bradshaw, C. P., Leaf, P. J. Outlines a tool that allows States, local districts, and schools to collect and act on reliable, nationally-validated school climate data in real-time. These areas overlap in many existing frameworks of school climate, and it is critical that all three areas be considered as a single issue in policy and practice. Surveillance summaries, Social and emotional education: Core principles and practices, Social, emotional, ethical and academic education: Creating a climate for learning, participation in democracy and well-being, School climate and culture improvement: A prosocial strategy that recognizes, educates, and supports the whole child and the whole school community, School climate reform and bully prevention: A data driven strategy that mobilizes the “whole village” to learn and work together to prevent bullying and promote a culture of Upstanders, School climate: Research, policy, teacher education and practice, Setting events and challenging behaviors in the classroom: Incorporating contextual factors into effective intervention plans, Comer’s school development program in Chicago: A theory-based evaluation, A retrospective study of school safety conditions in high schools using the Virginia Threat Assessment Guidelines versus alternative approaches, Violence in school environment: 1: State of play, University of Oregon Center for Education Policy and Management, College of Education, Convivencia escolar: Fortaleza de la communidad educative y proteccion ante la conflictividad escolar, School coexistence: Strength of the educational community and protection against school conflict, School climate, school improvement and site-based management, The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions, Fear, victimization, and stress among urban public school teachers, Negative effects of traditional middle schools on students’ motivation, Social competence, social support, and academic achievement in minority, low-income, urban elementary school children, Supportive school climate and student willingness to seek help for bullying and threats of violence, Shared expectations: Creating a joint vision for urban schools, A multilevel analysis of student perceptions of school climate: The effect of social and academic risk factors, Whole school improvement and restructuring as prevention and promotion: Lessons from STEP and the project on high-performance learning communities, Powerful learning environments: The critical link between school and classroom cultures. Journal of the American Medical Association, 278(10), 823–832. (, Eccles, J. S., Wigfield, A., Midgley, C., Reuman, D., MacIver, D., Feldlaufer, H. (, Eliot, M., Cornell, D., Gregory, A., Fan, X. Teachers College Record, 111(1), 180–213. B., Peterson, R., McKelvey, J., Forde, S., Gallini, S. (, Sterbinksky, A., Ross, S. M., Redfield, D. (, Swearer, S. M., Espelage, D. L., Vallancourt, T., Hymel, S. (, Torney-Purta, J., Lehmann, R., Oswald, H., Schulz, W. (, Twemlow, S. W., Fonagy, P., Gies, M. L., Evans, R., Ewbank, R. (, Virtanen, M., Kivimaki, M., Luopa, P., Vahtera, J., Elovainio, M., Jokela, J., Pietikainen, M. (, Wang, M. C., Haertel, G. D., Walberg, H. J. Create a link to share a read only version of this article with your colleagues and friends. I have read and accept the terms and conditions, View permissions information for this article. McNeely, C. A., Nonnemaker, J. M., & Blum, R. W. (2002). School climate is a broad, multifaceted concept that involves many aspects of the student’s educational experience. The strength of the linkages between school climate and academic achievement make it essential that all students have the opportunity to attend schools that provide a safe and supportive environment where they can thrive and fully engage in their studies.
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