Search

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]

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]

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]

Introduction: While being a complex concept, religion can shape the way people in general, and students in particular, behave and make decisions in different types of contexts. In this regard, our paper aimed to assess the way religiosity influences the school climate and the social behavior of students from confessional and non-confessional Romanian high schools in order to raise awareness regarding the importance of religion in students' education. Methods: We used a quantitative method and we applied a questionnaire to 353 students from confessional and non-confessional high schools in Timișoara, Romania. Results and discussion: The results of our study show positive correlations between religiosity and school climate, revealing that students from confessional schools have stronger feelings of belonging and better relationships with their teachers. [ABSTRACT FROM AUTHOR]

This article is based on the partial results of a study conducted in France among private Muslim schools (PMS), which have been developing slowly for the last 20 years. Through the analysis of the data collected by semi-structured interviews and in situ observations, the aim is to understand how the notion of ‘individual character’, which is a specific feature of private schools that distinguishes them from their public counterparts, contributes to a sense of well-being among the educational staff of PMSs. The religious and cultural dimensions, which are largely at the basis of the individual character of PMSs, will be examined in order to understand how they contribute to the development of this ‘comfort in the workplace’. [ABSTRACT FROM AUTHOR]

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 (Mage 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 FROM AUTHOR]

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 FROM AUTHOR]

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 < 0.001). Core self-evaluation fully mediated the relationship between cumulative family risk and depression in left-behind children (indirect effect = 0.10, 95%CI = [0.06, 0.15]). Moreover, school climate moderated the relationship between cumulative family risk and core self-evaluation (the first half of the mediation pathway) (β =-0.13, p < 0.01). Specifically, as the school climate level increased, cumulative family risk became more predictive of core self-evaluation (Blow = − 0.001, p > 0.05; Bhigh = − 0.26, p < 0.001). Conclusion: Creating a favourable family and school climate and improving core self-evaluation are beneficial to reduce depression in left behind children. [ABSTRACT FROM AUTHOR]

This study explored trauma-informed schools from the perspective of social workers, documenting the reported practices and policies associated with trauma-informed approaches in U.S. schools. Survey data from 538 school social workers were analyzed to investigate the differences in policies and practices between schools identified as trauma informed and not. Logistic regression analyses examined whether the presence of specific school practices and policies was associated with the identification of a school as trauma informed. Of a wide array of programs and policies that may be present in trauma-informed schools, only the presence of trauma training and resources for secondary traumatic stress were key predictors of social workers' identification of a school as trauma informed. The implementation of trauma training has long been the primary focus of trauma-informed approaches in schools. Should commitment to trauma-informed approaches endure, we recommend moving beyond training and secondary traumatic stress resources to deepen the field's focus on implementing trauma-informed practices and policies at all organizational levels. We also recommend that future research looks carefully at how some school safety and trauma-informed approaches may be incompatible and the extent to which trauma-informed approaches improve or detract from children's educational experiences and outcomes. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic and shifts to virtual learning drastically altered school environments, often leaving students without a say in the many changes happening in their lives. To understand how diverse adolescents experienced their school's climate during the COVID-19 pandemic and elevate youth voice in school decisions, we conducted a youth-participatory action research project in collaboration with a Title 1 middle school in California. Fourteen students participated in this YPAR study—mostly students of color. This mixed-methods study utilized both qualitative and quantitative data. Qualitative sources included meeting transcripts and chat logs, field notes, and responses to open-ended survey questions, all of which were coded inductively. Quantitative data sources included pre- and post-surveys on students' feelings of belonging, mattering, empowerment, and perceptions of school climate, which were compared via paired sample t -tests. Students sought to improve one of the few shared experiences of school during the pandemic, the school lunch, and showed increased feelings of empowerment and mattering over the course of the project. These findings provide insight into students' experiences of school climate during the COVID-19 pandemic, as well as offer implications for both practitioners and researchers on the importance of including youth voice in the issues that impact their lives. [ABSTRACT FROM AUTHOR]

BACKGROUND: The school climate concept has been promising, but has long‐standing critiques that have not been adequately addressed to date. The School as a Protective Factor approach represents one attempt to offer a new approach that builds on and extends beyond the concept of school climate while addressing previously identified limitations. CONTRIBUTIONS TO THEORY: The School as a Protective Factor approach offers a new framework for conceptualizing, measuring, and establishing protective school social and learning environments that co‐promote academic achievement and student health in schools, especially student mental health and substance use/abuse prevention. This new framework includes clear definitions, explicit goals, firmly established constructs, validated measures, and an intentionally parsimonious approach that prioritizes the implementation of well‐established, high‐impact constructs. CONCLUSIONS AND IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: The School as a Protective Factor approach presents a simple, easy‐to‐use means of ensuring a school social environment that meets the developmental, academic, and health needs of all children and adolescents while maximizing protection across a range of desired outcomes. Perhaps most importantly, it does so in a manner that is manageable and easily integrated into every aspect of schooling, resonates with the practical experience of school personnel, and includes brief, effective, and free measurement tools. [ABSTRACT FROM AUTHOR]

BACKGROUND: The conceptual framework for School as a Protective Factor approach was presented in a companion article in this issue of the journal. The current article describes the validation of the School as a Protective Factor‐Brief (SPF‐Brief), a 13‐item survey measuring the 3 core constructs and 13 defining characteristics of this framework. METHODS: The SPF‐Brief was validated through 2 studies. The developmental study used a longitudinal design including 1349 participants who completed surveys over 5 semesters, while the validation study used a cross‐sectional design with 2775 participants. Both studies included middle and high school students. Factor analysis, growth model analysis, criterion‐related validation, and outcome analysis were employed. RESULTS: Analyses provided strong evidence supporting the reliability and validity of the instrument and conceptual framework. Higher SPF‐Brief scores were associated with higher math grades, English grades, and quality of life, as well as lower rates of anxiety, depression, conduct disorder, alcohol, e‐cigarette, tobacco, and cannabis use. Effect size estimates ranged from moderate to strong. CONCLUSIONS: These findings suggest the utility of the SPF‐Brief instrument and the School as a Protective Factor framework. Together, they may offer advantages to the traditional school climate approach. [ABSTRACT FROM AUTHOR]

Schools are often encouraged to foster a positive climate to reduce adolescent violence, but evidence on the effectiveness of this approach varies significantly. This study investigates the roots of this variation by testing alternative hypotheses about how positive school-level climate and school-level student friendship network density interact to shape adolescent violence perpetration. Research on informal social control and network closure suggests that the violence-reducing association of positive school climate will be enhanced among schools where students are more densely tied through their friendships. Research on youth conflict and subversion of control suggests the opposite. These hypotheses are tested with data from Waves I-II of the National Longitudinal Study of Adolescent to Adult Health (n = 11,771; 49% Female; Age mean = 15.04, SD = 1.60). Consistent with the conflict/subversion hypothesis, analyses indicate that the inverse association between positive school climate and adolescent violence is only evident among schools with a very low density of friendship ties. Strikingly, however, there is evidence that a more positive school climate is associated with increases in violence among youth attending schools with a high density of friendship ties. These findings suggest that efforts to reduce violence by fostering cohesion among youth in their schools and other social contexts can be undermined by youth network processes. [ABSTRACT FROM AUTHOR]

This study investigated how the school experiences and personal characteristics of youth with Intellectual Disabilities (ID) contribute to their longitudinal trajectories of anxiety. To this end, we relied on a sample of 390 youth with mild (48.2%) to moderate (51.8%) levels of ID, aged from 11 to 22 (M = 15.70), and recruited in Canada (n = 140) and Australia (n = 250). Across three yearly time points, all participants completed self-report measures of anxiety, school climate, and victimization. Our results revealed a slight normative decrease in anxiety over time and showed that experiences of school victimization were associated with higher levels of anxiety (initially and momentarily) and increases in victimization were accompanied by increases in anxiety over time. Perceptions of attending a school that fosters security and promotes learning also tended to be accompanied by lower levels of anxiety (initially and momentarily). Momentary increases in perceptions of attending a school that fosters positive peer interactions were associated with momentary decreases in anxiety, whereas momentary increases in perceptions of attending a school characterized by positive teacher-student relationships and an equitable treatment of all students both led to small momentary increases in anxiety once all other components of student school experiences were considered. The theoretical and practical implications of these results are discussed. [ABSTRACT FROM AUTHOR]

This study sought to examine the direct and indirect influences of school climate characteristics and the mediating role of teacher professional identity to the development of teachers' professional capital using data from 302 primary and middle school teachers of Banja woreda, Amhara Region, Ethiopia. Results of Structural Equation Modeling analysis revealed teachers' perception of school climate had a statistically significant and strong direct influence on their professional identity development but did not have a significant direct influence on their professional capital development. Mediation analysis has shown that school climate had a statistically significant and strong indirect influence on professional capital development, i.e. teachers' perceived professional identity fully mediated the effect of school climate on their professional capital development. The SEM analysis also disclosed the direct effect of school climate on teachers' professional identity and professional capital development and the direct effect of professional identity on teachers' professional capital development. [ABSTRACT FROM AUTHOR]

Background: School bullying remains a social problem and changing students' attitudes towards bullying is crucial for effective prevention in schools. Based on social-ecological system theory, this study examines how school climate influences anti-bullying attitudes among students. Specifically, it studies how a competitive school environment influences these attitudes, and how students' competitive attitudes mediate these attitudes. Methods: The data for this study comes from The Programmed for International Student Assessment (PISA), which is a global student assessment initiative led by the Organization for Economic Co-operation and Development (OECD). The sample consists of 12,058 Chinese students from the 2018 PISA survey. Data analysis was conducted using STATA (version 14.0) software. Results: School competitive climate has a positive and substantial impact on their anti-bullying attitudes (r = 0.1551, p < 0.001). Students' competitive attitudes are also positively and significantly correlated with their anti-bullying attitudes (r = 0.2249, p < 0.001). Competitive attitudes partially mediate the relationship between the school bullying climate and students' anti-bullying attitudes. Conclusion: In the context of Chinese education, a competitive school climate clearly has a positive effect on students anti-bullying attitudes. Students' competitive attitudes also act as partial mediator in this relationship. These findings suggest that a healthy school ecosystem that reflects sound value guidance and fair rules is imperative for fostering anti-bullying attitudes in students. [ABSTRACT FROM AUTHOR]

ABSTRACT BACKGROUND METHODS RESULTS IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY CONCLUSIONS When well implemented, recess is a critical part of the school day for children's healthy development. We explored the implementation of a recess improvement process in 5 elementary schools across 3 states.We conducted a mixed‐methods implementation study in which we visited each school 3 times over 1 school year, collecting observational, interview, survey, and focus group data. Qualitative data were coded thematically and analyzed across schools. Quantitative data were tabulated and aggregated over time and across schools.We observed improvements in aspects of recess quality at each school, with three schools demonstrating the most progress. Quantitative data showed null effects in aggregate; however one school demonstrated significant improvements. Four criteria contributed to the quality and sustainability of recess reform: staff engagement, integration with other programs, student leadership, and recess communications.Program implementation research often refers to “buy‐in” as a key ingredient to successful adoption. We provide a tool that helps to operationalize buy‐in in the recess context.Changing the recess environment requires individual and institutional commitment to valuing recess as an important learning environment. School administrators must lead the change process and create institutional infrastructure to support success. [ABSTRACT FROM AUTHOR]

Introduction: This study aimed to investigate whether there is a significant association between teachers' and students' perceptions of school climate, and if not, whether teacher factors are associated with the respective perceptions. Methods: The participants included 1,831 students and 59 homeroom teachers from 11 public elementary and junior high schools in Japan. Multilevel models were used to examine the association between students' and teachers' perceptions of school climate. Results: Of the three teacher-rated school climate scales, only teacherperceived disciplinary climate was associated with students' perceptions of school climate. Teachers' working conditions, such as self-efficacy and stress, were associated with teachers' perceptions but not students' perceptions of school climate. Disciplinary climate was associated with students' perceptions of school climate, even after accounting for the teachers' working conditions. Discussion: Items questioning specific student behaviors, such as those included in the disciplinary climate scale, may be effective in avoiding incongruence with student evaluations. Moreover, maintaining disciplinary climate itself is important for students' positive perceptions of the school climate. A disciplinary climate in which teachers and students share responsibility for learning and classroom organization, and strategies that support positive student behavior are preferable to exclusionary discipline strategies. Incorporating feedback data gathered through classroom observations or student perceptions is also important in resolving the incongruence between teachers' and students' perceptions of the school climate. [ABSTRACT FROM AUTHOR]

The objective of this study is to ascertain whether school climate and students' epistemological beliefs serve as predictors of sustainable critical thinking dispositions in middle school students. This research is designed as a correlational study. A total of 585 students from four middle schools in Çanakkale, Turkey, participated in the research. To this end, the researchers administered the Critical Thinking Disposition Scale, the Middle School Students' Epistemological Belief Scale, and the School Climate Survey, gradually collecting the raw data. Following the collection of the data, they were subjected to analysis using multiple linear regression. The results of the statistical analysis demonstrated that the students' critical thinking dispositions were significantly predicted by both epistemological beliefs and school climate. In other words, belief in the omniscient power of authority and quick learning were found to have a negative correlation with critical thinking, whereas belief in simple knowledge was observed to have an inverse positive relationship. The dimension of the school climate, relating to positive student–teacher relations, appeared to constitute a prospective positive predictor, while authoritarian student–teacher relations and the lack of resources were identified as the main negative classroom environment factors. The study highlights the complex mutual influence of individual beliefs and the learning environment in the development of critical thinking dispositions. [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]

Given the value of student engagement and its impact on academic performance, it is critical to identify factors that influence student engagement in different educational contexts. To do so, we examined the contributions of perceived teacher autonomy support and school climate in English as a foreign language (EFL) students' learning engagement. We conducted online surveys of 331 Chinese intermediate English learners. We substantiated the validity of the survey scales for measuring these three latent variables through confirmatory factor analyses (CFA), and we employed structural equation modeling (SEM) to identify interrelationships in these variables of interest. Both perceived teacher autonomy support and school climate were significantly and positively related to student engagement, with school climate more strongly correlated than teacher autonomy support. These findings suggest that teacher autonomy support and a positive school climate are important contributors to student engagement in EFL classrooms, and we discussed practical implications of these discoveries for EFL teachers. [ABSTRACT FROM AUTHOR]

Adolescence is a critical period for student education, where students are in the transition period of childhood to adulthood that undergoes changes in their biological, cognitive and socio-emotional conditions. Based on the stage of development, junior high school students should be able to have responsibility in learning, students are able to manage themselves in their way of learning. The focus of this study aims to examine the role of personality type (based on the STIFIn method) and school climate on the self- regulated learning of SMP IT Madani Islamic School students. Sampling in this study used a total sampling involving 300 students. Data collection uses personality type data (based on the STFIn method), school climate scale and self-regulated learning scale. The data analysis technique used in this study is multiple regression analysis. The results showed that STIFIn personality type and school climate played a significant role in self-regulated learning with a value of F = 44,707 and a value of p<.05. Personality type and school climate made an effective contribution of 26.2% to self-regulated learning. [ABSTRACT FROM AUTHOR]

The study of school climate is essential for making educational decisions. This research measured the school climate in middle schools in Bahía Blanca (Argentina), and explored relationships with variables such as school size, management type (public or private), human resources, and student performance. The results revealed a favorable school climate, but no clear relationship was found with the degree of disadvantage assigned by the authorities. This suggests a need to improve the measurement of current disadvantage, as it does not consider climaterelated aspects. Additionally, it highlights the necessity for policies to attract and retain human resources. [ABSTRACT FROM AUTHOR]

Background: In an American society where a majority of students are from minoritized backgrounds, a better understanding of the relationship between psychosocial factors and school climate across racial groups is needed to assist schools in providing a supportive and positive learning environment for all students. Objective: The relationship between school climate and five psychosocial factors—motivation, academic self-concept, goal valuation, attitude towards teachers, and attitude towards school—is explored and a better understanding of how these psychosocial factors predict one's experience of their school's climate, both in general and across racial groups is further investigated. Method: Data was collected through a school-administered survey focused on improving school climate. A diverse sample of 2524 high school students completed the survey, which was administered by school teachers during a school-wide free period with students. Results: All five psychosocial factors predict students' having a positive perception of their school's climate, with medium to large effect sizes. Further, results from a series of stepwise multiple regressions indicate that (a) student attitudes toward their teachers were the most significant predictor of their perceptions about their school's climate, and (b) the combination of psychosocial factors that best predict student perceptions of their school climate varied across racial groups. Conclusion: The findings highlight an important first step in exploring how psychosocial perceptions can be leveraged to improve students' perceptions of their school climate, in addition to considering the importance of teachers and racial considerations within school climate. [ABSTRACT FROM AUTHOR]

Since psychological satisfaction is influenced by the interaction between individuals and their environment, it is necessary to create a cooperative climate at the organizational level and strengthen collective innovativeness at the individual level to improve teachers' job satisfaction. Therefore, the study investigated whether collective innovativeness can be mediated by the school climate to enhance teacher job satisfaction. This study extensively examined survey data with a sample of 3,976 teachers in Shanghai through Structural Equation Modeling, obtained from Teaching and Learning International Survey (TALIS). The findings revealed that teachers' collective innovativeness served as a significant mediator between school climate and job satisfaction. Furthermore, higher levels of collective innovativeness among teachers amplified the influence of school climate on their job satisfaction. These findings show that schools should strive to foster a collaborative school climate and provide support for teachers in implementing innovative and collaborative teaching activities with the aim of enhancing their job satisfaction. Above all, efforts are needed to support teachers' active and cooperative practice capabilities in building teacher-student relationships. [ABSTRACT FROM AUTHOR]

Background: While positive school climate is important for students' well-being and mental health, school personnel may experience challenges in creating a nurturing school climate. School-Wide Positive Behavioral Interventions and Supports (SW-PBIS) has shown positive effects on school climate and children's prosocial behaviors, but fewer studies have been conducted in a European context. Aim: This project aims to investigate the effectiveness of SW-PBIS program for students' social-emotional skills and academic achievement as well as teachers' and students' perceptions of classroom learning environment. Furthermore, the study intends to evaluate how school-level factors mediate or moderate the effects of the intervention. In addition, the study includes a qualitative evaluation of the dynamic interaction processes that occur during program implementation in local school contexts. Methods: Data on school- and individual-level measures are collected in intervention and control schools. With regard to challenges in retaining control groups over extended time periods, two waves of recruitment are used. In the first wave, an active control group is used and data are collected during three time points. In the second wave, a wait-list control group will be used and data will be collected during two time points during one school year. Hierarchical regression analyses will be conducted to explore the effects of SW-PBIS on the outcomes of the study. An ethno-methodological approach will be applied to provide a detailed examination of the social interactional and meaning-making practices of different school implementation teams, and the negotiation of normative expectations and rules of conduct in peer-teacher-student interactions in different classrooms. Discussion: The study is expected to contribute to knowledge on the effects of the SW-PBIS program and how these effects may be mediated or moderated by school-level factors. Combining quantitative and qualitative methods to explore the significance of school contexts in the implementation of the SW-PBIS program constitutes the strength of the study. The challenge in the study is the extended period of implementation of SW-PBIS, which entails difficulties in retaining a control group over the required time period. Therefore, two waves of recruitment are used, encompassing different procedures of allocation to intervention or control group. Trial registration: ClinicalTrials.gov Identifier: NCT06270914 on the 22nd of February, 2024 (retrospectively registered). [ABSTRACT FROM AUTHOR]

High school graduation and successful entry into post-secondary education or the workforce has been a priority for educational policymakers, career development scholars, and educators for decades. Consensual qualitative research methods were used to analyze 11 education professionals working in high schools with high free and reduced lunch rates and were graduating students at a rate above the national average. Analysis of the data identified three domains: (a) School Climate (b) Community Impact and Involvement and, (c) Societal, Systemic, and Logistical Factors as being supportive of college and career readiness. Within domains were seven categories further describing specific factors perceived to be related to student post-secondary success. Limitations, future research directions, and implications for career development theory, practice, and practice will be discussed. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Educational Studies (1673-1298) is the property of Journal of Educational Studies Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this study was to investigate the school-related factors that influence students' global citizenship. To explore both student-level and school-level factors that influence students' global citizenship, we applied a hierarchical linear model using PISA 2018 data from Korea. The results showed that factors related to teacher's GCED practices and school climate can play an important role in fostering students' global citizenship. Based on these findings, we suggest that a whole-school approach is needed to promote the inclusion of GCED-related topics in various school curricula and to integrate GCED values into the overall school culture to enhance students' global citizenship. [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 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

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 School bullying remains a social problem and changing students’ attitudes towards bullying is crucial for effective prevention in schools. Based on social-ecological system theory, this study examines how school climate influences anti-bullying attitudes among students. Specifically, it studies how a competitive school environment influences these attitudes, and how students’ competitive attitudes mediate these attitudes. Methods The data for this study comes from The Programmed for International Student Assessment (PISA), which is a global student assessment initiative led by the Organization for Economic Co-operation and Development (OECD). The sample consists of 12,058 Chinese students from the 2018 PISA survey. Data analysis was conducted using STATA (version 14.0) software. Results School competitive climate has a positive and substantial impact on their anti-bullying attitudes (r = 0.1551, p

Abstract Background While positive school climate is important for students’ well-being and mental health, school personnel may experience challenges in creating a nurturing school climate. School-Wide Positive Behavioral Interventions and Supports (SW-PBIS) has shown positive effects on school climate and children’s prosocial behaviors, but fewer studies have been conducted in a European context. Aim This project aims to investigate the effectiveness of SW-PBIS program for students’ social-emotional skills and academic achievement as well as teachers’ and students’ perceptions of classroom learning environment. Furthermore, the study intends to evaluate how school-level factors mediate or moderate the effects of the intervention. In addition, the study includes a qualitative evaluation of the dynamic interaction processes that occur during program implementation in local school contexts. Methods Data on school- and individual-level measures are collected in intervention and control schools. With regard to challenges in retaining control groups over extended time periods, two waves of recruitment are used. In the first wave, an active control group is used and data are collected during three time points. In the second wave, a wait-list control group will be used and data will be collected during two time points during one school year. Hierarchical regression analyses will be conducted to explore the effects of SW-PBIS on the outcomes of the study. An ethno-methodological approach will be applied to provide a detailed examination of the social interactional and meaning-making practices of different school implementation teams, and the negotiation of normative expectations and rules of conduct in peer-teacher-student interactions in different classrooms. Discussion The study is expected to contribute to knowledge on the effects of the SW-PBIS program and how these effects may be mediated or moderated by school-level factors. Combining quantitative and qualitative methods to explore the significance of school contexts in the implementation of the SW-PBIS program constitutes the strength of the study. The challenge in the study is the extended period of implementation of SW-PBIS, which entails difficulties in retaining a control group over the required time period. Therefore, two waves of recruitment are used, encompassing different procedures of allocation to intervention or control group. Trial registration ClinicalTrials.gov Identifier: NCT06270914 on the 22nd of February, 2024 (retrospectively registered).

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]

Students who are bullied not only affect academic performance, but also produce a range of psychological problems. The purpose of the present study was to investigate the association between school bullying and academic burnout among Chinese students, assuming school climate to play a moderating role in the aforementioned relationship. This study provides corresponding intervention strategies and reference data for the prevention and treatment of bullying in schools. The data was obtained by a cross-sectional survey of 20,730 Chinese students from 23rd May to 23rd June 2022. Multiple linear regressions and Latent Profile Analysis (LPA) were used to examine the hypotheses. This study revealed that all dimensions of school bullying and school bullying level (β = −0.09; 95 % CI, −4.946, −3.833) were associated with academic burnout. Verbal bullying (β = 0.15; 95 % CI, 1.689, 1.972) had the strongest association with academic burnout, followed by social (β = 0.14; 95 % CI, 1.496, 1.779) and physical bullying (β = 0.13; 95 % CI, 1.451, 1.734), while cyber bullying (β = 0.08; 95 % CI, 0.847, 1.127) had the weakest association with academic burnout. In addition, school climate can moderate the association between school bullying and academic burnout. Students who experienced school bullying and in bad school climate showed elevated levels of academic. This study used cross-sectional data, preventing us from drawing conclusions about causation. The findings suggested that creating a harmonious school climate and reducing school bullying may effectively alleviate academic burnout caused by school climate and school bullying. • Latent profile analysis was conducted to explore the patterns of school bullying. • Verbal bullying had the strongest association with academic burnout. • School climate can moderate the association between school bullying and academic burnout. [ABSTRACT FROM AUTHOR]

This research aims to verify the effect of outdoor green teaching experiences on school affective qualities, perceived restorativeness, school climate, and global well-being in a sample of school teachers. A comparison was conducted between teachers who work mainly indoors and those who frequently run school activities outdoors in green spaces. A sample of kindergarten and primary school teachers working in different Italian regions (n = 209) filled in an online questionnaire including the Satisfaction with Life Scale (SWLS), the Perceived Restorativeness Scale (PRS-11), the Scale of Affective Qualities of Place, and the Revised School Level Environment Questionnaire (RSLEQ). Zero-order correlations, preliminary descriptive analyses of variance (ANOVAs) to compare teachers conducting Outdoor Education (vs. teachers conducting only or almost always indoor education), and structural equation modeling (SEM) were carried out on the measured variables. Results from ANOVAs evidenced that teachers conducting outdoor green education show higher levels of perceived affective qualities and restorativeness than teachers working mainly indoors. The model tested through SEM analysis showed that positive affective qualities attributed to the school are associated with higher levels of restorativeness and this, in turn, is linked to a more positive perception of social relationships at school, which increases life satisfaction. Overall, these outcomes support previous research demonstrating the beneficial psychological effects of nature experiences, also in the school environment. [ABSTRACT FROM AUTHOR]

School climate is an important part of school improvement efforts, capturing student engagement, connectedness, safety, and relationships. A positive school climate is associated with more prosocial behaviors, academic achievement, reduced engagement in risky behaviors, teacher retention, and reduced burnout. With growing interest and attention to the research of social and emotional learning (SEL), the definitions and conceptualizations of social and emotional learning have expanded significantly across the past few decades. Understanding the intersection between students' identities, their educational experiences and their academic, social, emotional, and behavioral outcomes is a necessary precursor to being able to strategically and systematically identify and implement universal and targeted supports to meet the overlapping and unique needs of students. To achieve true equity in education, interventions supporting the needs of all students, including those from culturally and linguistically diverse backgrounds must be identified and appropriately vetted. A transnational understanding of the structural patterns and the association between these variables is critical for both the development of culturally sensitive SEL and bullying prevention programs and the transnational adaptation and applications of effective programs that promote a positive school climate. Articles featured in this special issue advance transdisciplinary and translational research by contributing high-quality studies focusing on the impact of bullying and/or SEL programs and interventions on school climate. These articles bridge the research-to-practice gap, including empirical papers with important implications for theory, research, practice, and policy. Impact Statement Promoting school climate and social and emotional learning are important to support student success at school and beyond. Transdisciplinary and transnational research provides valuable information to understand and implement supports that are culturally sensitive and responsive. While school climate and social and emotional learning are often studied separately, both are necessary for students to thrive. [ABSTRACT FROM AUTHOR]

The present study examined the association between students' perceptions of an equitable school climate and several psychosocial outcomes, and tested whether these associations were moderated by students' race and gender. Data from 57,027 6th–12th grade students were analyzed using three-level models. Students who perceived their school to have a more equitable climate experienced greater psychosocial outcomes: low endorsement of retaliatory aggressive beliefs, low stress, and high future aspirations. Moderation analyses consistently demonstrated that the effect of an equitable school climate on students' psychosocial outcomes was weaker for Black students than White, Latinx, and Asian students. Gender also served as a moderator for some outcomes, with the effect of equity on stress stronger for girls than boys, and the effect of equity on future aspirations stronger for boys than girls. Impact Statement An equitable school climate was associated with positive outcomes for students. Although the strength of these associations varied by students' race and gender, results suggest that school- and systemic-level interventions that dismantle systems which lead to inequitable treatment may have positive effects on students. [ABSTRACT FROM AUTHOR]

This paper presents the findings from two school-level randomized controlled effectiveness trials of a multitiered systems of support for behavior (MTSS-B) framework on student and staff reported school climate outcomes in 98 secondary schools. Schools randomized to the intervention condition received training and coaching to support Tier 1 implementation and the use of data for selection and implementation of Tier 2 and 3 evidence-based programs. Multigroup, multilevel regression analyses were conducted in Mplus to assess intervention effects on change over time in student and school staff perceptions of engagement, environment, and safety. Main effects models indicated limited impacts on student perceptions of school climate and negative effects for middle school staff perceptions. Moderation models indicated greater negative impacts for school staff perceptions in middle schools that had higher preexisting MTSS-B fidelity. These results highlight the challenges of demonstrating change in school climate outcomes. Additional theoretical and measurement work is needed on the assessment of changes in perceptions of school climate, particularly for school staff. Impact Statement School climate has been associated with numerous student emotional, behavioral, and academic outcomes, however little is known about how it can be improved through intervention and prevention programming. These findings suggest that it may be difficult to affect change in school climate. More theoretical and measurement work is needed to understand differences between perceptions of school climate of students and staff as well understanding the role of individual differences in perception of climate. [ABSTRACT FROM AUTHOR]

This paper presents two leadership training programs focused on redesigning schools to promote student character development and advocates for their suitability to promote character education in diverse cultural contexts. This is especially relevant for researchers, practitioners, and policy makers who are searching for replicable interventions to promote character development in schools, particularly in those countries where the character education movement has not arrived yet. It begins with the theoretical framework that lays the groundwork for these kinds of leadership programs. Second, it describes the PRIMED Institute in Character Education (PICE) and the virtual/video-based Leadership Academy in Character Education (vLACE) programs. Finally, it presents seven arguments in favor of these programs responding to the needs of schools in many different countries. [ABSTRACT FROM AUTHOR]

Although support for violent and non-violent radicalization can co-occur, only a few adolescents who support non-violent radicalization also support or engage in violent acts. Yet, little is known about what factors are associated with adolescents' paths towards or away from violent and/or non-violent radicalization. Within a socio-ecological and positive youth development framework, this study investigates profiles of support for violent and non-violent radicalization among adolescents attending high schools in Quebec (Canada) and whether such profiles are differently associated with experiences of social adversity, school-, family- and peer-related factors and psychological distress. Adolescents (N = 1911; Mage = 15.7; SDage = 0.98; 48.7% girls) completed an online survey during school hours. A Latent Profile Analysis on scores of support for violent and non-violent radicalization was conducted. A multinomial logistic regression was used to explore the associations between profiles and variables of interest. We identified six profiles of adolescents. The heterogeneity of profiles suggested multiple and complex combinations of support for violent and non-violent radicalization as well as their co-existence in some but not all profiles. Adolescents who reported less discrimination, more positive school experiences and more family support were less likely to belong to profiles that supported violence. Primary prevention efforts in the field of support for violent radicalization must adopt a socio-ecological and social justice approach and consider the diversity of adolescents' profiles, attitudes and experiences. [ABSTRACT FROM AUTHOR]

Left‐behind children are likely to experience peer victimization, which can have detrimental consequences in their developmental outcomes. Yet, limited longitudinal research have examined peer victimization trajectories over time or the factors associated with left‐behind children in China. The purpose of the present study was to examine what, if any, distinct trajectories of peer victimization exist among left‐behind children and whether these trajectories are related to school climate, left‐behind status, and their interactions. Participants were 853 Chinese left‐behind children (Mage = 14.25, SD = 2.39; 43.4% girls) who participated in a four‐wave longitudinal study conducted in rural China. Participants reported school climate (indexed by safety and order, acceptance and support, equality and fairness, autonomy and cooperation) at T1 and peer victimization across T1 to T4 spanning 2 years. Latent class growth analyses identified four peer victimization trajectories, including a stably low‐decreasing group, a moderate‐decreasing group, a high‐decreasing group, and an increasing group. Multinomial logistic regression analyses revealed that children who perceived more positive school climate were more likely to exhibit a stably low‐decreasing trajectory compared to the other three groups. In addition, among left‐behind children who perceived more positive school climate, children with single‐parent migrating were more likely to be members of the stably low‐decreasing group as compared to those with both‐parent migrating. Peer victimization among left‐behind children is a concern especially for those who were left behind by both parents and perceived less positive school climate. Targeted school‐based interventions and services focused on reducing peer victimization and improving school climate are needed for left‐behind children, especially those with both‐parent migrating. [ABSTRACT FROM AUTHOR]

Past research on ethnocultural minority students indicates that persistent inequities require greater attention to the multiple learning supports needed to enhance school success. The present study was designed to extend research in this area by exploring school climate and emotional engagement among minority ethnocultural Chinese students in Malaysian secondary schools. We employed quantitative surveys with 724 students (M age = 16.1 years; 47.9% female), followed by qualitative interviews with a subset of 25 students (M age = 16.1 years; 52% female). Path analysis indicated that feelings of safety, socio-emotional support from teachers and peers, and student voice were predictors of emotional engagement for Chinese students, which further predicted cognitive engagement, academic performance, and school behavior. Thematic analysis further revealed that language and communication barriers and bullying negatively impacted students' sense of safety and engagement. Caring, respectful relationships with teachers led to students having opportunities to direct their own learning and make decisions on schoolwide activities, promoting students' feelings of engagement. Support from peers increased students' emotional engagement by reducing school-related stressors. The findings suggest that a mutually respectful, caring school climate and opportunities for student voice can enhance critical school experiences for ethnocultural minority high school students. [ABSTRACT FROM AUTHOR]

To explore the relationship between parental psychological control, school climate and future orientation of high school students. Methods: Totally1 430 senior high school students were evaluated with parental control questionnaire, Adolescent perceived Campus atmosphere questionnaire and Adolescent Future orientation questionnaire. The moderating effect of school climate was analyzed using Modell of the PROCESS macro. The bridge function in the network analysis methodology was usedto calculate the bridge expected influence index to evaluate the bridge nodes between parental psychological control and future orientation network, school climate and future orientation network. Results: The analysis of moderating effects shows a negative correlation between parental psychological control and future orientation (β= -0. 11, P < 0.001). Both positive and average school climates demonstrated a positive moderating effect (β=-0.11, 0. 17, P <0.001). The bridge expected impact index showed that the bridge connection nodes of parental psychological control and campus atmosphere on future orientation were guilt-thoughtfulness (bridge EI = 0. 23, 0. 19) and teacher support-optimism (bridge EI = 0. 19,0. 15). Conclusion: A positive school climate could mitigate the negative effects of parental psychological control on high school students' future orientation, with future emotional experience being a key aspect in how both influence the students' future direction. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Ahmet Kelesoglu Educational Faculty is the property of Journal of Ahmet Kelesoglu Educational Faculty and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Reflecting the neglect of childhood disability in transitions research, there is a notable dearth of research on the factors shaping self-determination in post-school decision-making for disabled young adults. To address this gap, we explore how early educational experiences, parental expectations, economic vulnerability, school context, and educational supports shape perceived school support in developing self-determination skills among disabled and non-disabled secondary school students in Ireland. Utilising data from the nationally representative Growing Up in Ireland study, descriptive analyses map post-school decision-making and self-determination skills development among disabled and non-disabled young adults at age 20. Multivariate analyses explore the experiences of students with different disabilities, investigating how family, school, and peer influences shape such skill development. Disparities are found between disabled and non-disabled students, as well as among disabled students in school support for this skills development, with gender, socioeconomic background, cultural capital, and early educational experiences also important in perceived support. Positive school engagement and student-teacher relationships, as well as high self-expectations, emerge as protective factors, indicating that fostering supportive environments and self-concept may enhance students' self-determination skills. The findings underscore the importance of promoting causal agency, providing support for proxy agency, and taking action to create enriching opportunities and choices for all students. [ABSTRACT FROM AUTHOR]

School climate policies have, broadly speaking, been analysed in terms of their effectiveness against violence in schools, or from critical perspectives that question the normative nature of their discursive ‘truths’. In this paper I propose a complementary approach, inspired by Norbert Elias’s processual sociology to address the long-term and unintended directions that school climate policies and laws have taken. Drawing on historical secondary sources from the nineteenth century up the present I demonstrate the spurts of civilizing tendencies that have brought about greater sensitivity to dialogue-based approaches to conflict in schools. I propose that although these policy turns do not occur outside power relations and specific interests (what Elias calls power ratios), the complexity of how they have developed over time cannot be reduced to disciplining or regulatory governance. In this regard, figurational perspectives have a lot to contribute to analyses of school climate specifically, and education policies in general. [ABSTRACT FROM AUTHOR]