A multinational study exploring adolescent perception of school climate and mental health.

Salle, Tamika P. La; Rocha-Neves, Jesslynn; Jimerson, Shane R.; Sano, Sergio Di; Martinsone, Baiba; Albertova, Silvia Majercakova; Gajdošová, Eva; Baye, Ariane; Deltour, Caroline; Martinelli, Victor; Raykov, Milosh; Hatzichristou, Chryse; Palikara, Olympia; Szabó, Éva; Arlauskaite, Zydre; Athanasiou, Danai; Brown-Earle, Orlean; Casale, Gino; Lampropoulou, Aikaterini; Mikhailova, A.M.; Pinskaya, Marina; Zvyagintsev, Roman

doi:10.1037/spq0000430

Cited by 24 publications

(32 citation statements)

References 37 publications

(65 reference statements)

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“…The Georgia School Climate Survey Suite (La Salle et al, 2021), in its "staff member" version (31 items, four points Likert scale), was translated and adapted using the following method: double translation, reconciliation, and expert validation.…”

Section: School Climate Questionnairementioning

confidence: 99%

Does SWPBIS Increase Teachers’ Collective Efficacy? Evidence From a Quasi-experiment

et al. 2021

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Teachers’ collective efficacy is predictive of students’ success. School-Wide Positive Behavior Interventions and Supports implementation requires the whole team to set itself common goals regarding behavior management. The main purpose of this study was to investigate the medium-term effects of a SWPBIS intervention on teachers’ collective efficacy. Nine schools and 139 teachers and staff members (n intervention = 74, n control = 65) took part in the study. The study shows that SWPBIS implementation has a positive effect on teachers’ collective efficacy both for primary and secondary schools at post-test 1 (ES = +0.80) and 2 (ES = +0.71). Differences are observed at baseline and at posttests according to the educational level. The link between subscales of a school climate instrument and teachers’ collective efficacy is also investigated. The “structure for learning” subscale explains the greatest variance in collective efficacy.

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Section: School Climate Questionnairementioning

confidence: 99%

Does SWPBIS Increase Teachers’ Collective Efficacy? Evidence From a Quasi-experiment

et al. 2021

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“…The elementary questionnaire was validated in the US. The confirmatory factor analysis results indicated a good model fit and an internal consistency of the scale of .80 (La Salle et al, 2016).…”

Section: School Climatementioning

confidence: 87%

Cultural Fit and the Effects of School-wide Positive Behavior Interventions and Supports in High-Need Schools: A Quasi-Experimental Study

Deltour

Dachet

Monseur

et al. 2022

Sci Insights Educ Front

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School-Wide Positive Behavior Interventions and Supports is a framework that aims to improve school culture and climate, students’ behavior and attendance. As the program is largely spreading, comparative studies showing its efficacy on students’ outside the United States are needed. In addition, there is a need for studies examining SWPBIS effects on school climate from all the stakeholders’ point of view, especially students and parents. Moreover, few researches used comprehensive questionnaires including the three main components of school climate: engagement, safety and environment. The purpose of this study is twofold: investigate the SWPBIS implementation feasibility in a French speaking European country and measure implementation effects on school climate and absenteeism. Using a quasi-experimental design, the current study investigates the impact of SWPBIS implementation in elementary and secondary high-need schools (n intervention schools = 4, n control schools = 5). Findings show positive effects for all stakeholders on different components of school climate. Effects on absenteeism are mixed. Implications and limitations are discussed.

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“…It is also associated with an emotional and physical sense of security at school, positive personal development, and healthy relationships with peers and teachers (Thapa et al, 2013). In Latvia, better perceived security and connectedness to teachers and peers are associated with better mental health outcomes for students (La Salle et al, 2021).…”

Section: School Climatementioning

confidence: 99%

Changes in Teachers and Students’ Perceived School Climate Through the Implementation of the Social Emotional Learning Program: A Longitudinal Study

Berzina¹,

Martinsone²

2021

Human, Technologies and Quality of Education, 2021

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The aim of the study is to investigate changes in teachers’ perceived school climate in the first and second years of implementing the social emotional learning (SEL) program in schools, as well as to investigate differences in 3rd- to 6th-grade students’ perceived school climate. In the two years of this study, 64 teachers participated in the SEL program alongside a control group. In the first year, teachers received training on the implementation of school-level SEL and received ready-made lesson plans for the direct practice of social and emotional skills in the classroom. In the second year, the SEL teachers were divided into two subgroups, where 32 teachers received additional supervision during the implementation. In the first year, 138 students from 3rd to 6th grade participated in the SEL program alongside a control group. In the second year of SEL implementation, 223 3rd to 6th grade students participated in the program where teachers received regular supervision, and 244 students continued the SEL implementation process without changes. Georgia School Climate Survey Suite personnel, elementary and middle/high school forms were used to measure teachers’ and students’ perceived school climate. The results show that in both the first and second years, overall perceived school climate results were higher for both SEL teacher groups compared to the control teacher group. After the first year, students in grades 5 to 6 showed better mental health results. In the second year, only those 5th to 6th grade students whose teachers received regular supervision showed better mental health results. Starting from the second SEL year, both SEL 3rd- to 4th-grade student groups showed higher perceived school climate compared to the control group. The results did not change during the second year, which indicates that the Latvian SEL primarily improves mental health results for 5th- to 6th-grade students and overall perceived school climate for 3rd to 4th-grade students starting from the second SEL year. Ongoing support for teachers also stimulates better outcomes in mental health.

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A multinational study exploring adolescent perception of school climate and mental health.

Cited by 24 publications

References 37 publications

Does SWPBIS Increase Teachers’ Collective Efficacy? Evidence From a Quasi-experiment

Does SWPBIS Increase Teachers’ Collective Efficacy? Evidence From a Quasi-experiment

Cultural Fit and the Effects of School-wide Positive Behavior Interventions and Supports in High-Need Schools: A Quasi-Experimental Study

Changes in Teachers and Students’ Perceived School Climate Through the Implementation of the Social Emotional Learning Program: A Longitudinal Study

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