Adult and student interactions in nonclassroom settings.

Abstract

As students transition into adolescence they are often permitted greater independence in nonclassroom settings within schools and thus the opportunities for problem behaviors increase. However, nonclassroom settings can also provide an opportunity for students and school staff to engage in informal yet positive interactions. This paper aimed to identify potential predictors of observed student behaviors in nonclassroom settings in high schools, such as characteristics of the settings (e.g., location) and observed adult behaviors. Hierarchical analyses were conducted on observational data (N ϭ 917) collected in nonclassroom settings (i.e., arrival/departure, hallway/stairway, and cafeteria) in 58 high schools. Fewer negative student behaviors and increased positive student behaviors were observed when adults actively connected with students. Furthermore, the frequency of negative student behaviors varied by location, time of year, and time of day. This study contributes to prior literature through the focus on nonclassroom settings, examination of adult as well as student behavior, and the use of observational methodology in high schools. Implications for schools seeking to reduce problem behaviors and improve school climate in nonclassroom settings are discussed. Educational Impact and Implications StatementHigh school students have opportunities to interact with each other and with adults in nonclassroom settings such as hallways and the cafeteria. Adults who supervise high school students in nonclassroom spaces should be encouraged to initiate social interactions with students while doing so, particularly when students are at lunch, transitioning between classes, and as it gets later in the school day.

Where the action is: Exploring adolescents’ perspectives of middle school social venues

“…There is a continued need for systematic research into the social processes of non-academic school spaces (Bettis & Adams, 2005;Cash et al, 2019). Changing societal norms, evolving technology and social media use, and school architecture and interior design trends continue to influence the social processes that occur in these spaces (Altenburger, 2019).…”

“…While much research has focused on varying perspectives of school climate, that perspectives of these spaces differ between young adolescents and adults reinforces the need for continued investigation into non-academic school spaces (Carter Andrews & Gutwein, 2020;Cash, Bradshaw, & Leaf, 2015;Cash, Debnam, Waasdorp, Wahl, & Bradshaw, 2019;Kantorová, 2009;Letendre et al, 2016;Ostrander, Melville, Bryan, & Letendre, 2017;Ramsey et al, 2016;Riney & Bullock, 2012).…”

Empowerment and Power of a Teacher through Contributing to Positive Relationships and Using Positive Discipline in the School Environment: Teachers’ Experiences in Two Baltic Countries

“…Within the teacher-student relationship, teachers contribute to individual students' positive identity as learners (Jederlund, von Rosen, 2022). Teachers who maintain positive relationships with students have had an impact on their adjustment (Wentzel, 2012), including improvement in students' behavior in non-classroom settings (Cash et al, 2019).…”