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This systematic review uses a bioecological systems model to study occupational stressors and their effects on teachers' performance in schools. We discuss risk factors and coping styles influencing occupational stress at the levels of the biosystem (teacher characteristics), microsystem (class relations), mesosystem (school context), exosystem (social policy), and macrosystem (cultural norms). The review indicates that teachers face specific stressors within each ecological system and experience varying levels of emotional issues corresponding to the system challenges. They are particularly vulnerable to feelings of helplessness and negative affect at higher-order ecological levels (i.e. exosystem and macrosystem) due to limited control over stressors in those systems. Accordingly, teachers may have to resort to palliative coping to manage their emotions. While workload, role stressors, and interpersonal conflicts are significant stressors in the microsystem, organisational challenges originating from the school structure, such as the inadequacy of professional support, contribute to stress in teachers at the mesosystem level. At higher-order ecological systems, stressors include school reform, policy changes, and discrimination against marginalised teachers. The study concludes by offering evidence-based strategies tailored to each ecological system to mitigate stress and alleviate negative emotions among teachers. [ABSTRACT FROM AUTHOR]

Background: As students spend most of their time in school, a supportive school environment is essential for adolescents' personal growth, effective learning, and well-being. Students actively participate in learning when they feel supported, respected, and connected to their school environment. An unhealthy school climate might significantly influence health-related and educational outcomes during adolescence. Therefore, a positive and supportive school climate can contribute significantly to the emotional health as well as academic achievement of adolescents. Methods: The present systematic review explores the relationships among school climate, emotional health outcomes, and academic achievements among school-going adolescents in India. The study was registered with PROSPERO (CRD42024567954). A systematic literature search was conducted across multiple databases, such as PsycINFO, EBSCO Host (Psychology and behavioral sciences collection), PubMed, ERIC, Web of Science, ProQuest Dissertations & Theses Global: The Humanities and Social Sciences Collection, Shodhganga, Cochrane Library, and Google Scholar which are recognized sources of high-quality publications. It covered published as well as unpublished research studies, including peer-reviewed journals and gray literature, such as reports of programs on the impact of the school climate on the emotional health and academic achievement of adolescents between January 2000 and December 2023. An initial search returned a total of 383 studies screened by two reviewers. After the title and abstract screening, 30 studies were left out for full-text review, and ultimately, eleven studies have remained for the present systematic review. Results: The findings of the current review indicated that positive school climate characteristics such as student-teacher relationships, peer support, a sense of connectedness, school belongingness, methods of learning, and teaching were significantly associated with reduced symptoms of depression, stress, improved self-esteem, and academic performance among high school students. These results demonstrated the important role of a protective and supportive school climate in promoting overall well-being and educational achievements among Indian adolescents. Conclusions: The review considerably evidenced the significance of school climate in determining school-going adolescents' emotional health and academic achievement. This indicated the requirement to implement school-based intervention packages in secondary schools to improve the school climate. The whole school approach could be a better strategy for intervention. Clinical trial number: Not applicable. [ABSTRACT FROM AUTHOR]

The impact of school environment on academic performance has become more important over recent years. However, there are no specific studies of the impact of school environment variables on the performance of secondary school students in the PISA domains of science, reading and mathematics. This article aims to analyse the influence of a set of predictors relating to the school environment (climate, well-being, and bullying) on student performance in all three PISA domains. The sample comprises 28 781 Spanish students (14 459 male students, 50.24%; 14 322 female students, 49.76%) from 935 schools, who participated in PISA 2022. A two-level hierarchical linear model was used: students and schools. The results show that male students score higher than female students in mathematics and science, while female students score higher in reading. Male students have a more favourable opinion of school well-being than female students. Students’ economic status is a strong predictor of performance in all three PISA domains. School climate, school well-being, and bullying have more impact on performance in mathematics and science than in reading. Students in private schools perform better than those in public schools. The results of the final models explain more than 21% of the differences between students in performance in the three areas and more than 50% between schools. These findings suggest a need to create an environment that promotes student learning, reinforce students’ sense of belonging to the school, and implement anti-bullying measures in schools. [ABSTRACT FROM AUTHOR]

This study investigates the moderating effects of several contextual factors (i.e., teachers' growth mindset, perceived school climate, and perceived parental autonomy support) on the relationship between students' growth mindset and academic achievement. Drawing on Dweck's growth mindset theory and recent research findings that highlight the context sensitivity of the growth mindset, we hypothesize that supportive environments strengthen the positive impact of students' growth mindset on academic outcomes. A sample of 358 middle school students (53.8% female; Mage = 13.38 years, SD = 2.20) from public schools in Shanghai City, mainland China, was assessed via three validated instruments: (1) the Growth Mindset Inventory, which is used to measure students' and teachers' beliefs about intelligence; (2) the Delaware School Climate Survey for Students, which is used to assess students' perceptions of the school climate; and (3) the Perceived Parental Autonomy Support Scale, which is used to evaluate students' perceived parental autonomy support. Academic achievement was measured by district-level final exam scores. The results of hierarchical regression analyses revealed that teachers' growth mindset, perceived school climate support (e.g., teacher–student and student–student relations, fairness of rules, school safety, liking of school), and the perception of positive parental autonomy support (e.g., choice, rationale, acknowledgment) positively moderated the relationship between students' growth mindset and academic achievement. In contrast, the perception of negative parental autonomy factors (e.g., punishment threats, performance pressure, guilt-inducing criticism) negatively moderated this relationship. These results indicate that the relationship between students' growth mindset and academic achievement may vary depending on contextual factors, highlighting the importance of considering both positive and negative influences when designing educational strategies. [ABSTRACT FROM AUTHOR]

The State of Nevada launched the Nevada SafeVoice anonymous tip line to prevent harmful events in schools and to promote student safety, health, and wellbeing. We assessed the extent to which SafeVoice contributed to reductions in school discipline incidents, youth suicides, and increases in the positive school climate. Using interrupted time-series analyses, we found statistically significant reductions in the rates of violence against staff (an estimated 32% reduction across the two school years) and possession of weapons (also 32%). Comparing annual data over time, we also found significant improvements in school climate during the study period from 2018 to 2019. We found no effects of SafeVoice on incident rates of bullying, cyberbullying, violence against students, or suicides among youth. We estimated that savings associated with the prevented incidents of violence against staff and weapons possession totaled $34 million. Every dollar spent on the State's operation of SafeVoice saved $13.80 in identifiable prevented events, including $3.45 in direct out-of-pocket costs. [ABSTRACT FROM AUTHOR]

School climate surveys are commonly used to solicit youth perspectives about their experiences in schools. However, to move climate surveys from solicitation towards a more youth‐centered, partnered practice for school improvement, guidance is needed from the youth themselves about how and in what ways they hope adults respond to their survey responses. In the present study, we analyzed data from four focus groups conducted with middle school and high school students. Findings reveal that, following the administration of climate surveys, youth want adults to: recognize their voices, take action based on their responses, cultivate opportunities for connection, and increase mental health supports. These student‐generated insights can help inform how adults in schools—from educational leaders to licensed mental health professionals—use student data to inform decision‐making. Practitioner points: Students want to be involved in how schools respond to climate survey data.Even amidst competing priorities, educators should act on student survey responses.Youth recommend school staff recognize their voices, take action based on their survey responses, foster connections, and enhance mental health supports in schools. [ABSTRACT FROM AUTHOR]

Autistic children are often reported less socially connected, while recent studies show autistic children experiencing more loneliness in school than allistic (i.e. non-autistic) children, contradicting the traditional view that autistic children lack social motivation. This study aimed to understand individual differences in how social connectedness is construed, between and within groups of autistic and allistic pupils, using a multimethod approach. Forty-seven autistic and 52 neurodiverse-allistic classmates from two special primary schools participated (8–13 years). Proximity sensors worn by pupils on playgrounds during recess measured (1) total time in face-to-face contacts, (2) number of contact partners, and (3) centrality in playground networks. Peer reports measured (4) reciprocal friendships and (5) centrality in classmate networks. To evaluate their feelings of connectedness, pupils rated the level of loneliness in school. Compared with allistic pupils, autistic pupils had fewer reciprocal friendships, but similar total time in social contacts, number of partners, classmate/playground centrality, and levels of loneliness. Lower levels of loneliness related to higher classmate centrality in autistic children, but longer time in social contacts in allistic children. For these autistic children, being liked as part of a peer group seems essential. Understanding relevant differences in children's needs could lead to a more welcoming school climate. Many previous studies reported that autistic children have fewer social connections. Yet, recent studies also show that autistic children more often feel lonely in school than allistic (i.e. non-autistic) children. This outcome seems to go against the traditional view that autistic children do not desire to have social connections. Therefore, this study aimed to find out how autistic and allistic children feel about their social connections. We included 47 autistic and 52 neurodiverse-allistic children from two special education primary schools (aged 8–13 years). We tested their social connections and loneliness in school, through a new approach. This new approach includes questionnaires, and sensors for tracking social contacts on playgrounds during school breaks. We found that allistic children felt more loneliness when they spent little time in social contacts during school breaks. Yet, autistic children felt more loneliness when their peers did not like to play with them. For these autistic children, feelings of loneliness may go beyond face-to-face contacts. Being liked as part of a peer group was key. Understanding differences in children's needs can lead to a more effective design for a welcoming school climate. [ABSTRACT FROM AUTHOR]

The complexity of the teaching environment requires now more than ever a satisfied and fulfilled teacher population. This study uses the Austrian Progress in International Reading Literacy Study (PIRLS) 2021 data to uncover those factors specifically associated with the school environment when controlling for school socio economic status as predictors of teacher dissatisfaction. Results show that the current model explains 22% of the variance, yet school emphasis on academic success, teaching being limited by a number of lacking elements and school safety were found to be of no statistical significance. The study provides two important points to consider, namely the role of short cycle teachers in producing reading literacy scores well above those of their degreed counterparts, and the significant role of socio-economic status and its effect on achievement. The study concludes that a systems perspective that considers the shared beliefs and values, relationships and social interactions, leadership, and physical environment may shed more light on the underlying dynamics that can be associated with those less than satisfied teachers. [ABSTRACT FROM AUTHOR]

Introduction: Although adaptive instruction has become increasingly important as a component of effective instruction, the mechanism of adaptive instruction remains underexplored. This study examined the potential associations between school climate and teacher emotions on adaptive instruction. Methods: This study used cross-sectional approach with a sample included 2,880 primary school teachers from Chongqing, China. Results: The results indicated that of the five dimensions of school climate examined, teacher collaboration, student relations, and instructional innovation had positive and significant associations with adaptive instruction. Regarding teachers' emotions, enjoyment was positively while anxiety was negatively associated with teachers' adaptive instruction. Discussion: As teachers' positive emotions play important roles in adaptive instruction, policymakers and educators should focus on fostering teachers' experiences of positive emotions. The finding of an adverse role of a teacher's negative emotion in shaping adaptive instruction may be used in intervention programs and pieces of training for both pre-service and in-service teachers. [ABSTRACT FROM AUTHOR]

Bullying and cyberbullying are major public health issues affecting youth. One potential protective mechanism within schools is positive school climate. We examine how bullying, cyberbullying, and school climate are associated with substance use, emotional problems, and prosocial behavior using data from 5,143 middle school students and 1,584 educators. We found bullying and cyberbullying experiences are associated with all student outcomes, finding a stronger relationship with cyberbullying for some outcomes. Student perceptions of clear school rules and consequences were consistently protective across all outcomes. Educator’s perceptions of school conflict were associated with more substance use and less prosocial behavior. More research is needed to identify aspects of school climate that may be protective and how schools can promote them. [ABSTRACT FROM AUTHOR]

ABSTRACT Due to the immense impact of teachers’ professional identity on their teaching effectiveness, multitudes of studies have now examined this multifaceted construct and its determinants. However, due to excessive focus on the personal determinants of teacher identity, whether or not this construct can be affected by contextual factors has remained elusive. To narrow this lacuna and unravel the contextual determinants of teacher professional identity, the current study strived to divulge the role of two contextual factors, namely, school climate and administrator leadership behavior, in shaping the professional identity of Chinese English as foreign language teachers. To this end, with the aid of the convenient sampling technique, 375 English as foreign language teachers were invited to partake in the present research. The needed data were gleaned via three online self‐scoring questionnaires and were analyzed via SPSS (v. 26) and AMOS (v. 29). Results obtained from correlation tests indicated a strong, linear relationship between school climate and teacher professional identity, as well as a moderate, linear association between leadership behavior and teacher professional identity. Furthermore, the findings of regression analyses identified that school climate and administrator leadership behavior are two important determinants of professional identity among Chinese English as foreign language teachers. In fact, as the regression outcomes revealed, these two contextual variables serve a key role in constructing or reconstructing the professional identity of Chinese English as foreign language teachers. The findings of this inquiry can deepen our comprehension of the influence of contextual factors on the formation of teachers’ professional identity. [ABSTRACT FROM AUTHOR]

Introduction: The COVID-19 pandemic increased school violence and worsened the school climate in Chile. In Chile, punitive control policies such as the Safe Class Law (Ley Aula Segura) have been adopted. A key actor in the public debate is the Chilean Teachers' Union, due to its potential impact on new public policies on the issue. Objectives: The aim of this study was to reconstruct the subjective theories of school violence and school climate presented by the Chilean Teachers' Union after the COVID-19 pandemic, in its public discourse broadcast on the web news. Methods: Based on a documentary study, a case study design and qualitative methodology, embedded in the FONDECYT project No. 1231667, titled "The social construction in Chile of school climate and school violence after the return to face-to-face education," web news (N = 36) were analyzed in which the Chilean Teachers' Union explains school violence and school climate after the pandemic. Results: We found subjective theories that explain the meaning of school violence and school climate, and external factors associated with the serious deterioration of these educational dimensions after the COVID-19 pandemic. Accordingly, we obtained a set of measures such as inclusive policies, curriculum, participation in the development of educational policies, and refunding public education that teachers propose to solve these phenomena in the future. Discussion: In the context of a union that has historically considered public policies to be non-participative in their formulation and distant from the schools' reality, these findings have important implications for understanding the arguments of the Teachers' Union about the need to improve mental health and working conditions as crucial elements for addressing school climate and school violence. [ABSTRACT FROM AUTHOR]

Background: Child safety in schools is paramount for decision-makers globally, with a focus on ensuring children return home safely. However, the prevalent issue of injuries across educational systems demands a comprehensive investigation into their causes, incorporating interdisciplinary perspectives and social dynamics, to develop effective prevention strategies. The objective of this study is to comprehensively analyze the factors contributing to school-related injuries and examine the impact of school climate on student safety. By employing advanced data analysis techniques, the research aims to develop targeted, effective strategies to enhance child safety in educational settings. This research aims to develop a multidimensional taxonomy to understand child injuries in elementary schools better, enhancing precision in decision-making. Methods: Data from 363 Israeli primary schools and 10,855 school injuries attended to by MDA, the principal EMS provider, were analyzed. The study utilized a two-level taxonomy, employing clustering methodology to classify schools into distinct climate "patterns," with each pattern further delineating school injury characteristics into sub-patterns. The chosen method proved effective in revealing nuanced relationships between school injuries and climate characteristics. Results: Analysis revealed five school climate clusters, ranging from "good" to "bad," each exhibiting two homogeneous sub-clusters of school injuries. Schools with a "positive" climate witnessed boys predominantly experiencing head injuries during breaks, while girls often sustained limb injuries from playing in corridors. Conversely, within the "negative" climate cluster, subgroups emerged based on injury nature, whether linked to playing or falling from a height. Conclusion: The research delineates a nuanced association between school climate and injury rates, emphasizing the necessity for sophisticated analytical techniques beyond conventional methodologies. Utilizing a diverse dataset from various disciplines, the study highlights the multidimensional aspects of school health. The developed taxonomy reveals the complex dynamics within school environments, advocating for customized health policies to mitigate injuries. Critical findings prompt a reevaluation of established assumptions about the school climate-injury relationship, informing strategic policymaking. For example, it suggests collaboration to enhance school safety through targeted, gender-sensitive interventions and improvements. Integrating different data sources offers a holistic understanding crucial for effective health policy formulation in educational contexts. [ABSTRACT FROM AUTHOR]

A positive school climate fosters a learning atmosphere that inspires students and teachers, promotes successful teaching and facilitating activities, and has an impact on teacher commitment and student accomplishment. Unfavorable working conditions and a heavy workload have been observed in Malaysian schools. As a result, the purpose of this study was to investigate the impact of school atmosphere and teacher commitment on primary school teachers in Malaysia. The School Level Environment Questionnaire (SLEQ) and Teacher Commitment Scale (TCS) survey questionnaires were used in the study, which included 258 respondents from 15 primary schools. The IBM-SPSS 25.0 and SmartPLS 3 were used to analyse the data. According to the result, there is a strong link between school environment and teacher commitment among primary school teachers in the one state of east coast of Malaysia. Furthermore, the findings reveal that three aspects of the school climate, namely instructional innovation, decision-making, and cooperation, have a significant impact on teacher commitment. School administrators should work to improve the overall quality of the school atmosphere in order to inspire teachers to provide more dedication to students and the organisation, as well as to assist increase school success holistically. [ABSTRACT FROM AUTHOR]

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Background: Schools are central places for adolescent social lives, which is a major factor greatly affecting adolescent mental health; school climate (i.e. quality of the school social environments) can be a proximal social determinant for adolescent mental health. Supportive school environments may serve as a protective factor during crises like COVID-19, which disrupt social lives and worsen adolescent mental health. This is the first study examining whether the pandemic effects differed based on the levels of school climate on depressive symptoms (DS) and psychotic experiences (PEs) among adolescents. Methods: School climate (score range: 0–28), DS (0–26), and PEs (0–5) were self-reported in a population-based cohort (Tokyo Teen Cohort; N = 3171) at four timepoints (10y, 12y, 14y, and 16y) before and during COVID-19. COVID-19 occurred midway through the 16y survey, allowing us to examine its impact and interaction effect with school climate while accounting for within-person changes over time using mixed-effects models. Results: Significant interaction effects were found on DS (unstandardized coefficient [ B ] = −0.166, 95% confidence interval [CI] −0.225 to −0.107) and PEs (B = −0.020, 95% CI −0.028 to −0.012). The pandemic effects were not significant for adolescents with high school climate scores (around the 80th percentile or higher), although the pandemic significantly worsened these outcomes among the overall sample. Conclusions: The negative mental health effects of the pandemic were significantly mitigated among adolescents experiencing a supportive school climate. A positive school climate can protect adolescent mental health during challenging social conditions, such as pandemics. [ABSTRACT FROM AUTHOR]

Introduction: Early adolescents who are new to Canada experience dual challenges of navigating developmental changes and multiple cultures. This study examined how changes in early adolescents' emotional health from ages 9 to 12 differed by immigration background, and to what extent peer belonging and supportive school climate protected or promoted their emotional health. Methods: This study drew upon linked self‐report and administrative data. Across 10 school districts in British Columbia, Canada, N = 4479 non‐immigrant, immigrant, and refugee adolescents reported on their peer belonging, school climate, and emotional health (life satisfaction, optimism, self‐esteem, sadness, worries) in Grades 4 and 7, using the Middle Years Development Instrument. Immigration background including immigration class (economic, family, refugee) and generation status (first, second) were obtained from linked Immigration, Refugees, and Citizenship Canada data. Multi‐level modeling assessed the effect of time (grade level), immigration group, and changes in peer belonging and school climate on changes in self‐reported emotional health. Analyses were adjusted for gender, English first language, and low family income. Results: Immigrant and refugee adolescents reported worse emotional health in Grade 4 compared to non‐immigrants. Non‐immigrant and immigrant adolescents reported declines in emotional health from Grades 4 to 7. In contrast, first‐generation refugee adolescents reported significant improvements in life satisfaction, and first‐ and second‐generation refugees reported improvements in worries over this period. Perceived improvements in peer belonging and school climate were associated with positive changes in emotional health for all adolescents. Conclusions: Changes in adolescents' emotional health from Grades 4 to 7 differed between immigrants, refugees, and non‐immigrants. Immigrants and refugees who enter adolescence with lower emotional health than their non‐immigrant peers may particularly benefit from culturally responsive school and community‐based interventions. [ABSTRACT FROM AUTHOR]

Values education within the school context is, among other elements, shaped by a value-related school climate as well as teachers' value-related educational goals. This longitudinal study investigated the interplay between these two elements over fifteen months, starting in March 2021, and including four points of measurement (t1 − t4). The sample consisted of 118 primary school teachers (years 1 and 2) from primary schools in Switzerland. Teachers' value-related educational goals were measured with the Portrait Values Questionnaire, and teachers' perception of their school climate was measured with the 12-Item School Climate Measure Scale. Random Intercept Cross-Lagged Panel Models along with Multiple Imputation for missing data were used to investigate the reciprocal relationships along the four dimensions of value-related educational goals represented by Schwartz's Higher-Order Value Types: Openness to Change, Conservation, Self-Enhancement, and Self-Transcendence and their corresponding dimensions of a perceived value-related school climate of Innovation, Stability, Performance, and Support. For the dimensions "Innovation and Openness to Change," the analyses revealed that the perceived value-related school climate of Innovation predicted teachers' value-related educational goals of Openness to Change significantly from t1 to t2, while an effect in the opposite direction from t2 to t3 and from t3 to t4 was found. For the dimension "Stability and Conservation," the analyses revealed that the perceived value-related school climate of Stability predicted teachers' value-related educational goals of Conservation from t3 to t4. These findings are discussed in light of the dynamic processes of values education within the school environment as well as in the context of environmental and societal developments. [ABSTRACT FROM AUTHOR]

The employment situation for college students has worsened due to the increase in the number of graduates and the impact of the COVID-19 pandemic on the economy. Consequently, the pressure to find employment has also increased, particularly for rural college students. Drawing on the Psychology of Working Theory (PWT), the present study was performed to examine the applicability of some proposed pathways in the PWT and test the relationships between family atmosphere and school climate and work volition, career adaptability, and future decent work perception within 946 rural college students (243 men and 703 women; Mage = 19.86, SD = 1.48). The study employed a cross-sectional research design, and structural equation modeling (SEM) was used. Results indicated that family atmosphere and school climate significantly positively predict work volition, career adaptability and future decent work perception. Work volition significantly predicts career adaptability and future decent work perception. Moreover, our findings supported the mediating effect of work volition, indicating that family atmosphere and school climate increased career adaptability and future decent work perception by improving work volition. Although this study has limitations, it informs future studies by highlighting the important role of family atmosphere, school climate, and work volition. [ABSTRACT FROM AUTHOR]

This study explores adolescents' evaluations of unfair teacher and peer behavior in science, technology, engineering, and mathematics (STEM) classes. Participants included ninth and tenth grade students from five public schools in the Southeastern United States, (N = 577, 45.9% female, 49% male, 5% other/prefer not to say/unsure). Students were ethnically representative of their communities: 48% White/European American, 22.7% Black/African American, 14% Latino/a/e/x, and 15.3% multi‐racial/other/prefer not to say. Measures assessed adolescents' responses to hypothetical scenarios of unfair treatment. The findings indicate that adolescents recognize both teacher and peer unfair behavior as wrong, with nuanced differences based on participants' gender and grade. Attribution analysis reveals varied expected reasons for unfair treatment. Responses to unfair behavior differ, with adolescents more likely to confront peers than teachers. Demographic factors, school climate, discrimination, belonging, and critical consciousness contribute to variations in judgments and responses. The study highlights the importance of addressing unfair treatment in STEM settings to foster inclusivity and support student persistence in STEM. [ABSTRACT FROM AUTHOR]

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

To assess the relationship between school environment and health and behavior outcomes. Data are from baseline and first follow-up of the HIV Prevention Trials Network (HPTN) 068 longitudinal trial established in 2012 of adolescent girls and young women in rural Mpumalanga Province, South Africa. Data from 2212 participants are included. We measured the association between four school environment domains: school resources, school safety, negative personal experiences, and school connectedness, and several health and behavior outcomes: depressive symptoms, low attendance, recent pregnancy, recent unprotected sex, transactional sex, and having an older romantic partner. We used a g-computation approach to estimate risk differences (RD) for the longitudinal relationship between the school environment (measured at the individual and school level) on individual health and behavior outcomes, controlling for baseline covariates. The mean age of participants at baseline was 15.4; mean age at first follow-up was 16.6. Individual baseline perceptions of an unsafe school environment (RD = 3.1 %, 95 % CI: 1.3–5.2 %) and more frequent negative experiences (RD = 4.0 %, 95 % CI: 2.0–5.9 %) were associated with higher absolute risk of depressive symptoms at follow-up. There was an overall trend toward higher risk of pregnancy, unprotected sex, and having an older partner among those who reported fewer school resources, lack of school safety, more negative personal experiences, and lack of school connectedness. Our findings provide evidence of an overall trend toward higher risk of depression, pregnancy, unprotected sex, and having an older partner among those reporting a worse school environment across four school environment domains. [ABSTRACT FROM AUTHOR]

Previous research found the effect of school climate on students' psychological distress. No longitudinal studies examined the effect of school climate on college students' psychological flexibility and the possible mediating role of psychological flexibility between school climate and psychological distress. These were the primary purpose of the present study. Medical college students were recruited starting in September 2020; assessments were conducted at five points, with intervals of two months between each assessment. Self-reported questionnaires were completed by 210 college students (33.3% male and 66.7% female), with an average age of 20.62. The Perceived School Climate scale, Acceptance and Action Questionnaire-II, and Depression Anxiety Stress Scales (DASS-21) were used to assess participants' perceived school climate, psychological flexibility, and mental health (i.e., depression, anxiety, and stress) respectively. The temporal directional relationship between study variables was analyzed using the random intercept cross-lagged panel model. There was a unidirectional positive effect from perceived school climate to psychological flexibility, and a unidirectional negative effect from perceived school climate to anxiety and depression. There was no directional effect between psychological flexibility and mental health at the within-person level, but at the between-person level, they were strongly associated. Furthermore, psychological flexibility did not mediate the relationship between perceived school climate and mental health. This study supported the bio-ecological theory and highlighted the importance of fostering a positive school climate to improve college students' psychological flexibility and decrease their depression and anxiety. [ABSTRACT FROM AUTHOR]

Organizations and their leaders are recognized as key players in staff well‐being and engagement but there is limited longitudinal research with large samples. Moreover, it is not clear how specifically leader behaviour impacts on well‐being. Based on the social identity approach, we argue that school leaders who are capable of crafting and clarifying what it means to be an organizational member while actively representing the groups' interests—an identity leader—will be able to foster a positive school climate. In turn, this positive climate should result in a range of positive outcomes for school staff members, including better well‐being and engagement in their work. Using a longitudinal survey of over 6000 school staff, we found support for our hypothesis: school staff members who perceived their school leaders as being identity leaders perceived a more positive school climate 1 year later, which, in turn, predicted higher levels of well‐being (lower burnout, lower stress and higher self‐esteem) and engagement in school outcomes (higher organizational commitment, team morale and professional development). Overall, these results underline the key role that school identity leaders play in crafting positive working environments and outcomes for staff members. [ABSTRACT FROM AUTHOR]

Attaining high levels of learning outcomes has been the core of school management, operations, and teaching. Correspondingly, various programs, projects, and activities of the Department of Education (DepEd) aimed toward the recovery and enhancement of learning, and ultimately the holistic development of the youth have been implemented every academic year. Some of the key factors for pupils' learning and holistic development are the provision of a positive school climate and the leadership style of the school heads. Hence, this review paper looked into the existing literature for the given key variables and identified the research gap and future research perspectives. The findings showed that there is a significant relationship between idealized influence, inspirational motivation, and personal consideration. As assessed in all the domains of transformational practices of school heads as highly observed, meanwhile, intellectual stimulation does not significantly influence the school climate thus, much effort is required from the school heads to inspire and motivate the teachers to attain higher performance of the students. This paper hopes to contribute to the potential research undertakings in the locale and provide clarity about how transformational leadership impacts school climate which ultimately leads to positive learning outcomes. [ABSTRACT FROM AUTHOR]

Bullying in schools has become a serious issue that affects the mental health of teenagers. Data shows that many victims of bullying in Indonesia experience various negative impacts, including low selfesteem. Therefore, it is important to explore factors that support resilience, such as emotion regulation and school climate. Based on Bronfenbrenner's ecological theory, the interaction between individuals and their environment, particularly schools, can influence the development of resilience. This study aims to examine how emotional regulation and school climate contribute to resilience, with self-esteem as an important mediator. The research method used is quantitative with mediator analysis techniques. The respondents in this study numbered 642 individuals with characteristics aged 12-16 years and who had previously been victims of bullying. The sampling technique used is purposive sampling. The research scales used are the Child-Youth Resilience Measure (CYRM-R), Emotion Regulation Questionnaire for Children and Adolescents (ERQ-CA), Rosenberg Self-Esteem Scale, and School Climate Scale. The research results show that the cognitive reappraisal strategy does not have a direct impact on resilience but has an effect through self-esteem. Other results indicate that the school climate directly affects resilience and also has an effect through self-esteem. The use of adaptive emotion regulation strategies can enhance self-esteem, which in turn increases resilience. A positive school climate can also enhance self-esteem and resilience in facing various challenges. [ABSTRACT FROM AUTHOR]

This paper becomes a mapping of a PhEmaterialist research project, an apparatus entangled with re/making the world that applauds difference in education. Feeling-thinking-making with critical posthumanist work, we affirm that school climate matters and encourage educators' attention to the fluxing materiality of school climate created through everyday schooling events. Daydreaming aptly accounted for our slow PhEmaterialist-inspired theoretical work, a transgressing and transversing of conventional conceptions of 'school climate', 'methodology' and 'pedagogy'. Our school climate project emerges as an experimental mapping of eventful research, a slow research creation process where we attuned to emergent affirming pedagogical relationalities. Students worked alongside researchers over six weeks at an Australian community school, enacting research creation in the making of school climate. Da(r)ta created include voice recordings, reflective notes, written responses, photographs, narratives, soundscapes, zines, posters, drawings and maps. [ABSTRACT FROM AUTHOR]

The aim of this research is to examine the effects of academic motivation and school climate on students in the Faculty of Sports Sciences, considering various demographic variables. The study encompasses processes in which two scales were evaluated to determine the levels of academic motivation and school climate among young individuals. The research sample consists of 519 students, with 278 males (53.6%) and 241 females (46.4%) currently enrolled in sports sciences. The data collection tools used in the study include the School Climate Scale and the Academic Motivation Scale. A relational survey model was employed in the research. Due to the normal distribution of the data sets, parametric tests were used in the analysis process. According to the score range determined in the Academic Motivation Scale, participants were found to have a moderate level of academic motivation. However, the statistical scores obtained from the School Climate Scale revealed that participants had a negative perception of school climate. Additionally, it was determined that academic motivation and school climate levels did not differ based on the gender variable of the participants, nor did they differ according to class level. Another finding of the study was that married individuals had lower levels of academic motivation and school climate compared to single individuals. A moderate relationship was found between the values obtained from the Academic Motivation and School Climate scales. In conclusion, it is recommended that students' academic and athletic obligations be balanced to ensure the harmonious development of school climate and academic motivation. It is believed that the findings of this study will provide valuable insights for future research in this area. [ABSTRACT FROM AUTHOR]

The current study is an endeavour to examine Iranian EFL teachers’ perceptions toward implementing ICTs, TPACK, school climate and attitudes toward technology in two major educational contexts (i.e., public schools and private institutes). To that end, data were collected from a total number of 120 EFL teachers providing services in either public schools or private institutes. The results from applying independent samples t-test indicated significant differences between the two contexts regarding the teachers’ perceptions of their educational climate and the technology integration trends provided in each. The notable difference between the two contexts was also established, indicating that teachers working in private institutes carried more positive perceptions toward implementing technological advancements than their public school counterparts. In contrast, no significant difference was detected in terms of the participants’ TPACK and attitudes toward technology. The findings are discussed in light of the available literature, and suggestions for further research are provided. [ABSTRACT FROM AUTHOR]

Hope for the future provides a protective factor against mental health disorders and contributes to students' academic success and wellbeing. We investigated whether a school's climate influenced students' prosocial moral identity and hope for the future to understand better how church-based schools might improve these important outcomes. Data were collected from 1080 students in two church-based schools (672 enrolled in one school and 408 in the other) using two instruments: one to assess students' perceptions of school climate features unique to church-based schools and another to assess students' self-reports of their moral identity and hope for the future. The results generated using structural equation modelling suggest direct positive and significant relationships between school climate factors, moral identity and hope for the future. However, there were differences between school climate factors that influenced these outcomes for the two schools, suggesting that the context of the school needs to be considered. The findings also suggest that moral identity is a positive predictor of and mediates the influence of the school climate on hope for the future. This study is significant as it adds to the understanding of how malleable features of school climates unique to church-based schools can be leveraged to promote the development of students' moral identity and hope for the future. [ABSTRACT FROM AUTHOR]

The design of a school's physical space can improve student climate, influencing not only teachers' work, but also students' learning experiences. This evaluative case study of a rural U.S. school district's reform efforts was theoretically grounded in a four-dimensional school climate model. The author conducted an inductive thematic analysis of interview data with staff, students, and community members, and conducted classroom observations and a review of documents. The district's move to a new building affected and was affected by organizational changes, and together, they influenced staff culture which impacted students' learning experiences. Specifically, the new building influenced teaching and planning practices; cultivated opportunities for a communal staff culture; fostered opportunities for student collaboration; facilitated student autonomy over their learning; and improved student and teacher morale. As U.S. school districts examine the need to upgrade their physical facilities, they should consider how changes to physical spaces can also promote changes in school climate. [ABSTRACT FROM AUTHOR]

Research at the secondary school level provides compelling evidence to suggest that a positive school climate is related to improved health, wellbeing, and cognitive outcomes for students. In response to these findings, school systems around the world are mandating the collection of school climate data in schools. However, reviews of the literature indicate that there are relatively few instruments that provide evidence to support translation and criterion validity and assess the school climate from the perspectives of primary school students; and all of them were considered unsuitable or problematic for our purposes. To overcome this gap in the literature, this article describes the development and validation of a school climate survey designed to assess primary school students' perceptions of school climate. Evidence to support translation validity is provided through data collected at various stages of the development process. Further, data collected from a sample of 1193 primary school students (years 3 to 6) were analysed to provide evidence to support convergent, discriminant concurrent, and predictive validity. The survey and evidence of its psychometric properties are significant for researchers, schools, and education systems seeking to assess primary school students' perception of the school climate. [ABSTRACT FROM AUTHOR]

Teacher interventions play a crucial role in fostering a more inclusive school climate amidst homophobic bullying incidents. However, the strategies employed by teachers and the influencing factors are understudied. This study explored individual and contextual factors associated with teachers' intentions to intervene in situations of homophobic bullying. It emphasized the role of self-efficacy and how its impact may be influenced by school efforts to combat homophobic bullying. A sample of 465 teachers (76.34% women, Age: M = 49.58, SD = 10.25) from nine primary and secondary schools in central Italy completed a scale assessing different types of behaviors they would employ in response to homophobic bullying episodes, including non-intervention, disciplinary sanctions, peer mediation, victim support, and classroom discussion. The study also examined teachers' perceived school effort to address homophobic bullying and self-efficacy in handling educational tasks and homophobic bullying situations. Age, gender, grade, training on bullying, perceived prevalence of homophobic bullying incidents, and witnessing such incidents were considered as covariates. Linear regression showed that self-efficacy (general and homophobic bullying-related) was positively associated with intentions to use all intervention types and negatively non-intervention. Non-intervention was more common among teachers who reported more homophobic bullying incidents among students, while witnessing incidents was associated with less victim support and classroom discussion. The interaction of general self-efficacy and school effort was significant for disciplinary sanctions and victim support, indicating that in schools with low effort to address bullying, low teacher efficacy was associated with fewer intentions to intervene. The findings emphasize the importance of a twofold approach: fostering a strong school effort to address homophobic bullying and offering comprehensive teacher training to enhance self-efficacy in addressing these incidents. [ABSTRACT FROM AUTHOR]

Fostering a supportive and productive classroom environment for students is an essential goal for most teachers and schools in general. In addition, teachers' behavior management practices have been an important topic of research due to the relationship between behavior management strategies and student success and well-being. Previous research has shown that punitive discipline techniques (e.g., office referrals, suspensions, expulsions) are likely to unintentionally increase misbehavior, as opposed to correcting it. Factors such as teachers' perceptions of their school climate, occupational stress, and self-efficacy have been found to contribute to teachers' selection of disciplinary methods. This study seeks to expand upon previous research of which factors are associated with positive and punitive behavior management techniques. Thus, latent profile analysis (LPA) and linear regression analysis examined K-12 teachers' (N = 112) perceived school climate, self-efficacy, and stress in association with their use of punitive and positive techniques. The 3-profile solution was observed as the best fitting model following examination of fit indices and likelihood ratio tests. Moreover, linear regression revealed that the covariates were not significantly correlated with their use of punitive discipline techniques. However, perceptions of school climate and self-efficacy were significantly positively associated with the use of positive behavior management strategies. These findings provide insight into the continued use of punitive techniques despite their known ineffectiveness in rectifying student misbehavior. Furthermore, a better understanding of the patterns of teachers' usage of behavior management strategies can inform recommendations for more effective ongoing professional development and ultimately promote positive outcomes for students. [ABSTRACT FROM AUTHOR]

Background: Children are encouraged to spend 60 min each day performing moderate-to-vigorous physical activity. In this study, we assessed the impact of an intervention throughout the school year on physical activity, sports performance, and school climate in fifth–sixth-grade children from schools in a disadvantaged neighborhood. Methods: The intervention group (n = 44) participated in six weekly 45 min physical education classes; an athletic subgroup of these students participated in two additional weekly athletic classes. The control group (n = 73) participated in two standard weekly physical education classes. Pre- and post-intervention Eurofit Physical Fitness Tests were conducted. Results: Significant improvements were seen in the stand-and-reach test among girls in the intervention group [M = −0.47(7.71)–1.26(8.02) cm] compared to the control group [F(1,54) = 14.86, p < 0.01, η2 = 0.22]. No differences were seen between the groups in their daily physical activity, screen time, or school climate (p = 0.13, p = 0.17, and p = 0.35, respectively). Improvements were seen in the shuttle-run beep test, yet only in the athletic subgroup [F(1,93) = 60.38, p < 0.001, η2 = 0.39]. A trend towards significance for the largest improvement was seen in the athletic subgroup, who participated in eight weekly physical activity classes [F(2,93) = 3.75, p = 0.027, η2 = 0.07). Conclusions: Physical education curricula should enhance their focus on athletic performance, while increasing the number of weekly physical education classes in schools, to include daily lessons throughout the school week, each lasting at least 45 min. [ABSTRACT FROM AUTHOR]

School climate is the quality and character of school life reflected in its norms, goals, values, interpersonal relationships, teaching and learning practices and organizational structures. No study has been conducted to assess the school climate that exists in Eswatini schools. Thus, this study sought to assess the school climate that exists in senior secondary schools influencing the teaching and learning of agriculture in Eswatini. The study utilized a qualitative research approach employing a phenomenological research design. Purposive sampling was used to sample 25 agriculture teachers in Eswatini. An interview guide was used to collect data in February 2024. Trustworthiness was ensured by addressing issues related to credibility, transferability, dependability and confirmability. Thematic analysis was used to analyse the qualitative data. The study concluded that the climate in Eswatini schools does not fully support the teaching and learning of agriculture. The study therefore, recommended a review of the school policies set by the Ministry of Education and Training; in order to create a conducive school climate that supports the teaching and learning of agriculture in senior secondary schools in Eswatini. The study revealed strategies that can be used to improve the school climate in senior secondary schools needed for the teaching and learning of agriculture in Eswatini.

Abstract Background Child safety in schools is paramount for decision-makers globally, with a focus on ensuring children return home safely. However, the prevalent issue of injuries across educational systems demands a comprehensive investigation into their causes, incorporating interdisciplinary perspectives and social dynamics, to develop effective prevention strategies. The objective of this study is to comprehensively analyze the factors contributing to school-related injuries and examine the impact of school climate on student safety. By employing advanced data analysis techniques, the research aims to develop targeted, effective strategies to enhance child safety in educational settings. This research aims to develop a multidimensional taxonomy to understand child injuries in elementary schools better, enhancing precision in decision-making. Methods Data from 363 Israeli primary schools and 10,855 school injuries attended to by MDA, the principal EMS provider, were analyzed. The study utilized a two-level taxonomy, employing clustering methodology to classify schools into distinct climate "patterns," with each pattern further delineating school injury characteristics into sub-patterns. The chosen method proved effective in revealing nuanced relationships between school injuries and climate characteristics. Results Analysis revealed five school climate clusters, ranging from "good" to "bad," each exhibiting two homogeneous sub-clusters of school injuries. Schools with a "positive" climate witnessed boys predominantly experiencing head injuries during breaks, while girls often sustained limb injuries from playing in corridors. Conversely, within the "negative" climate cluster, subgroups emerged based on injury nature, whether linked to playing or falling from a height. Conclusion The research delineates a nuanced association between school climate and injury rates, emphasizing the necessity for sophisticated analytical techniques beyond conventional methodologies. Utilizing a diverse dataset from various disciplines, the study highlights the multidimensional aspects of school health. The developed taxonomy reveals the complex dynamics within school environments, advocating for customized health policies to mitigate injuries. Critical findings prompt a reevaluation of established assumptions about the school climate-injury relationship, informing strategic policymaking. For example, it suggests collaboration to enhance school safety through targeted, gender-sensitive interventions and improvements. Integrating different data sources offers a holistic understanding crucial for effective health policy formulation in educational contexts.

Abstract A positive school climate fosters a learning atmosphere that inspires students and teachers, promotes successful teaching and facilitating activities, and has an impact on teacher commitment and student accomplishment. Unfavorable working conditions and a heavy workload have been observed in Malaysian schools. As a result, the purpose of this study was to investigate the impact of school atmosphere and teacher commitment on primary school teachers in Malaysia. The School Level Environment Questionnaire (SLEQ) and Teacher Commitment Scale (TCS) survey questionnaires were used in the study, which included 258 respondents from 15 primary schools. The IBM-SPSS 25.0 and SmartPLS 3 were used to analyse the data. According to the result, there is a strong link between school environment and teacher commitment among primary school teachers in the one state of east coast of Malaysia. Furthermore, the findings reveal that three aspects of the school climate, namely instructional innovation, decision-making, and cooperation, have a significant impact on teacher commitment. School administrators should work to improve the overall quality of the school atmosphere in order to inspire teachers to provide more dedication to students and the organisation, as well as to assist increase school success holistically.

Studies on the influence of family and school climates on the relationships between sibling and school bullying victimization and children's subjective well-being (SWB) in Indonesia are still scarce. The aims of this study are to investigate family and school climates as protective factors for children from the negative consequences of bullying by siblings or other children in school on SWB. The study used the third-wave data of the Children's Worlds survey that was collected in Indonesia in October 2017. Participants of the study were children aged 10 and 12 years old (N = 15,604; 49.8% girls, 50.2% boys, Mean age = 10.55; SD = 1.17). There are four questionnaires used in the study: five items measure bullying at home and at school, the Children's Worlds Subjective Well-Being Scale, six items measure family climate, and four items measure school climate. Data were analyzed using R and the lavaan library for multilevel structural equation modeling, using full information maximum likelihood (FIML) for missing data and robust maximum likelihood (ML) estimation. Results showed that children who experienced bullying incidents, both at home by siblings and at school, predicted lower levels of SWB. School climate and family climate predicted higher levels of SWB. Results also showed that school bullying interacted significantly with school climate, while sibling bullying interacted significantly with family climate. Schools with students that reported more positive levels of family climate also reported higher levels of SWB. Students from public schools reported higher levels of SWB, which is unexpected. [ABSTRACT FROM AUTHOR]

This study examines the outcome of incongruence between home and school religious environments on predicting adolescent identification with religious values and worldview in Israeli religious high schools, and the possible mediating effects of general and identity-related aspects of school climate. The study compares Jewish students from religious observant Orthodox families with those from less-observant Masorti (traditionalist) families. A total of 9090 Israeli high school students from 76 religious public schools participated. Students identified their parent’s home as Religious or Masorti and filled out a measure on their own religious identification. School climate indices surveyed included aspects of good teacher-student and school-student relationships, and climate indices related to identity development processes. Results demonstrate that students from Masorti families experience school less favorably and identify less with school values. Identity climate indices were involved in mediating this relationship, demonstrating that school pedagogies fostering positive identity processes may play a key role in value formation in adolescence. [ABSTRACT FROM AUTHOR]

The present study focuses on the diverse relationships between middle-school students and their school library. Students between the ages of 10 and 15 were observed in an urban French middle school during an ethnographic experience. The results show the importance of the school library as a refuge for marginalized, younger, and/or feel bad students as well as those who like to read. The library also contributes to student well-being by acting as a bulwark against the cold and agitation of the playground. The recommendations call on school administrators to recognize the importance of the school library to adolescents and to provide ongoing access. [ABSTRACT FROM AUTHOR]

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

Abstract Students in Confucian culture are typically high-achieving on international assessments such as PISA and TIMSS. To explore factors that may explain the high performance of Confucian students, the present study compared the latent subpopulations of school resources and disciplinary climate in two Confucian countries and two Anglo countries. Using Latent Profile Analysis, the results identified the same number of school profiles in the two countries in the two cultures, and these profiles were similar in their levels of disciplinary climate and school resources. The percentage of high-discipline school profiles is about 11.72% higher in Confucian countries than in Anglo countries. In addition, in both cultures, students who attended high-discipline schools were from higher socioeconomic status (SES) families and performed better in science. These results revealed the importance of the disciplinary climate for a school to be effective and provided evidence indicating that Confucian culture has more schools with a positive disciplinary climate.

Abstract Background This study proposed a moderated mediation model to examine the mediating role of core self-evaluation in the relationship between cumulative family risk and depression among left-behind children, and whether this process was moderated by school climate. Methods A total of 415 rural left-behind children from 35 townships in Anhui Province (54.46% males; mean age = 12.53, SD = 2.27) were randomly conducted in June 2023 using convenience sampling. Data were processed and analyzed using SPSS 25.0 and PROCESS 3.3. Results After controlling for gender, age, grade, and left-behind type, cumulative family risk positively predicted depression in left-behind children (β = 0.18, p 0.05; B high = − 0.26, p