Although school climate and culture are interconnected, they are distinct concepts that play a significant role in shaping the overall school environment and experience. Seventh, maternal education may not fully represent students’ SES (Berkowitz, et al35). The literature around the school climate is diverse and considers many aspects of the socio-organizational structures of schools. Preliminary comparisons between middle and high school students suggest there may be differences between these groups, but further investigation is required. Study results demonstrated longitudinal associations between school climate and academic achievement. In the middle school only group, school climate and academic grades were found to be stable and did not significantly decline over time.
Provide professional development for teachers and principals
- These findings corroborate those of past research that examined the influence of school climate factors on emotional wellbeing (e.g., Aldridge & McChesney, 2018; Aldridge et al., 2016; Kutsyuruba et al., 2015; Lester & Cross, 2015; Riekie & Aldridge, 2017), resilience (e.g., Aldridge et al., 2016; Cohen, 2013; Ebbart & Luthar, 2021) and reports of bullying (Aldridge et al., 2018, 2020).
- To investigate the relationships between the three outcomes and the degree of fit or misfit (part 2 of research objective 3), the absolute value for the difference between a student’s actual and preferred responses was calculated and then used to aggregate the scores of the items in each scale.
- As a result, the school has made significant gains in student achievement, teacher satisfaction, and overall school culture.
- These movements are propelled by overwhelming evidence that harsh disciplinary policies in schools, coupled with the presence of police, contributes to the criminalization of Black and Brown youth.
- Wilkerson et al. studied the difference between RAMP and non-RAMP elementary, middle, and high schools regarding English language arts (ELA) and mathematics proficiency rates.
For example, California has eliminated the use of suspensions as a disciplinary response to “disruption and willful defiance” for k–8 students; “disruption and willful defiance” is an ambiguous category that includes offenses such as refusing to take off a hat or not turning in homework.Frey, S. Not only does it send a strong message in support of restorative approaches, but it also increases the likelihood that districts will provide needed support for implementation. District-level policy that supports restorative approaches goes a long way. For example, California’s latest budget allocates $6 million to train districts on using school climate surveys.Edgerton, A. Additionally, school discipline data should be publicly available in formats that easily allow for disaggregation by race, gender, and other student subgroups.
Social workers link families to community clinics, housing supports, and youth programs. Student well-being does not stop at the school door. Listening sessions, focus groups, and student councils add context so strategies keep pace with real needs. Social workers use plain language, avoid labels that stick, and explain next steps so the student feels some control. Staff know who to call, what information gambling to gather, and where to bring a student for privacy and care.
However, the association between students’ satisfaction with school and perceptions of school climate to reduce absences varied slightly. First, this study used a relatively homogenous sample of predominantly white middle and high school students from 26 West Virginia schools. In conclusion, our findings, although exploratory, are encouraging as the school climate literature specific to early adolescents remains relatively understudied.17 To date, there are limited studies that attempt to establish empirically supported correlates of school climate and satisfaction between middle and high school.17,71 Our findings suggest that school climate and satisfaction may reduce different types of absences and help keep students in school.
1.3 Aligning PBIS and school counseling programs
By fostering clear communication, setting positive expectations, and providing a platform for active participation, they can contribute to creating an atmosphere that encourages learning, growth, and well-being. Inclusivity and diversity are also becoming central themes in shaping school climates. One future direction in the school climate involves the integration of technology. It is important to keep up with the current trends in order to create an environment that is conducive to learning, growth, and well-being.
Mental Health
This finding may suggest the presence of a “transition effect” as students adjust to high school.101 Therefore, from a developmental standpoint, high school students may benefit more from subject specialization than a focus on school connection as they prepare for adulthood.102 Although, the findings allude to the idea of transitional effects, more studies are needed to better understand how a transition between middle and high school may disrupt the social-hierarchy and impact school-based outcomes. Comparatively, high school students’ perceptions of school climate appear to be just as important to all levels of academic achievement. This may suggest students’ perceptions of school climate and academic grades stay relatively similar throughout middle school. The findings suggest students averaging As/Bs and a high positive perception of school climate maintained their academic achievement over time. Practical implications of these findings may suggest that perceptions of school climate may shift due to underlying transitional modifiers.95 The findings may also suggest conceptually different sub-scales of school climate may have added significance to students’ maturity and growth. This study’s findings suggest that students’ perceptions of school climate appear to diminish as a group instead of individually.
At Strobel Education, we’re passionate about empowering educators with the tools and mindset shifts needed to improve school climate and culture. This once-struggling school faced numerous challenges, including high dropout rates, low test scores, and a negative school climate. As a result, the school has made significant gains in student achievement, teacher satisfaction, and overall school culture. Once known as one of the lowest-performing schools in the state, Orchard Gardens implemented a comprehensive plan to change both the school’s climate and culture.