In fact, according to Shindler et al. (2016), identifying and addressing problems related to school climate could be the key needed to improve student outcomes and, potentially, close the achievement gap (e.g. Shindler et al., 2016). Improving student outcomes has been placed firmly on the reform agenda and is a priority across schools and systems in Australia. 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.

A vision is a statement that describes what you want your school to be in the future, while a mission is a statement that explains how you will achieve your vision. The next step is to create a shared vision and mission that reflect the values, beliefs, and aspirations of your school community. The first step to improve your school’s culture and climate is to evaluate your strengths and weaknesses, identify your goals and priorities, and gather feedback from various stakeholders. School culture and climate are crucial factors that affect the quality of education, student achievement, staff morale, and community engagement. Here’s how to support readers at ever…

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Numerous approaches contribute to a conceptualization of school climate and there is not a unique definition of it. The cognitive face of engagement refers to the strategies used by the student in learning activity, the execution of a particular work style, and self-regulated learning (Fredericks et al., 2004; Wang et al., 2011). The behavioral aspect of engagement refers to factors (i.e., attention, effort, and persistence) that are in accordance with school expectations, learning-related tasks, and involvement in different school activities, even though not related to learning (Skinner et al., 2009).

School counselors stated that they worked with teachers, students, and families to use PBIS language agreed upon by the staff to build a safe school community. Jones et al. emphasized how their study is similar to study, indicating that RAMP programs have the potential to impact student achievement more than non-RAMP schools. According to Ref. , students’ attendance improved significantly once a middle school became RAMP-designated. Their study results suggested that overall student achievement in math and reading was similar in RAMP-designated schools than before they were RAMP-designated.

• While many have not been effective, recent trials provide evidence that interventions can improve school climate and mental health, as well as a range of risk behaviours.
• Joint modelling multi-level imputation was used to take into account clustering by school.
• Five items assessed school satisfaction using a 5-point Likert type scale.40 Response options ranged from “applies almost always to me” (coded 1) to “applies almost never to me” (coded 5) with higher scores indicating more school satisfaction.

Practical Strategies for Building a Positive School Climate

Encouraging open communication and collaboration among students, teachers, and administrators is another important aspect of building a positive school climate. Fourth, although all school climate sub-scales demonstrated positive effects on academic grades, student-teacher relationships illustrated the strongest effects overall. Additionally, students averaging Cs/Ds/Fs with a positive school climate also demonstrated better academic grades. A longitudinal study by Wang and Eccles96 outlined a multi-dimensional model that demonstrated when the school environment supports prosocial norms, students were more likely to engage in NYSED Evidence-Based Interventions school life. Research suggests students’ perceptions of school climate may be fluid and subject to change.94 This study’s findings add value to using longitudinal school climate studies, as cross-sectional relationships are less likely to describe such patterns.30 By reviewing growth model slopes, we additionally were able to better understand if changes in school climate occur individually and at different time points. Three sub-scales (positive student-teacher relationships, order and safety, and opportunities for student engagement) were selected from the School Climate Measure (SCM) developed by Zullig et al.34,73,74 The 3 sub-scales were chosen because they have demonstrated the most robust psychometric support within the SCM and are common measures among other school climate instruments.73 SCM questions use a 5-point Likert type scale with response options “strongly disagree” (coded 1) to “strongly agree” (coded 5).

K-12 cyberattacks threaten data–and students

In the first year of secondary school, students did not receive as much protective benefit from peers. Feeling safe at school and connected to school were significant protective factors for all emotional difficulties scales. At the end of the first year of secondary school, safety at school and connectedness were significant predictors of mental wellbeing (Table 2). Depression, anxiety, emotional problems, conduct problems and total difficulties significantly increased after the transition into secondary school, whereas peer problems and pro-social tendencies significantly decreased after the transition into secondary school. One half of the students surveyed were male and 70 % attended a co-educational secondary school versus a single sex secondary school.