Characterization of School Climate Perception in Mexican Middle School Students

Abstract

School climate is a construct that shapes the interactions between school members and influences its development in different aspects. For the students, school climate perceptions have been linked to their academic, psychological, and behavioral development. Despite its relevance, there are only few studies of Mexican students exploring issues related to school climate. A transversal and descriptive study was developed. The 2211 participants were students from four public middle schools. They completed an adapted Spanish version of the MDS3 School Climate Survey, which was composed by 56 items that loaded onto three scales: engagement and school perception (α = .93), rules and equity (α = .90) and risk behavior (α = .92). The parents' consent was obtained through a waiver of active consent process. Frequencies, averages, standard deviation and Z-scores were calculated. Mann-Whitney U test and one-way analysis of variance (ANOVA) were used to explore differences in the school climate perceptions based on select student, familial, and school characteristics. Survey results were categorized into a three-level scale using Z-scores (low, medium, high). More than 10% of the participants scored in the low level, corresponding to a negative perception, while for the high level, the student connectedness subscale obtained one of the highest percentages (21.2%), followed by the Risk behavior scale (20.3%) and the school rules subscale (20.3%). There were statistically significant differences found in the school climate perception for gender, age, mother school level and school shifts (i.e., AM vs. PM) variables. We can conclude that a high percentage of the participants have a negative perception of school climate and 1563consider that there are risk behaviors among the students in their schools. There were several significant differences in the school climate perceptions by sociodemographic, familial and school variables.

Clima escolar como factor protector para el consumo de drogas en adolescentes de preparatoria

“…A Personal Traits and Drug Consumption Identity Card was used, consisting of eight questions that included socio-demographic data and the overall, period, current and point prevalence of drug use, as well as the age of onset of drug use. School climate was assessed using the School Climate Survey (MDS3) developed by Brandshaw et al (2014) to implement a sustainable system to assess school climate in the adolescent population, which was validated in Mexico by Orozco- Solis et al (2016). The scale consists of 56 questions divided into three indicators: safety, engagement, and environment.…”

“…An important factor to consider in schools is the quality of the interpersonal relationships occurring in schools, which are considered the most significant aspect of school climate because they are associated with emotional well-being and its impact on the development of health-promoting behaviors (Ruvalcaba-Romero et al, 2018). School climate is a multidimensional concept that encompasses the atmosphere, the culture, the values, the resources, and the interpersonal relationships between staff, teachers, students, and parents (Orozco- Solis et al, 2016). According to the National School Climate Council, a positive school climate "fosters youth development and learning necessary for a productive, contributing, and satisfying life in a democratic society" (Gase et al, 2017, p. 320).…”

How School Climate Affects the Development of the Social and Emotional Skills of Underprivileged-Background Students—An Empirical Study Based on the SSES2019 Data

“…Educational researchers and school leaders are increasingly interested in improving school climate, as they believe that an excellent plan to improve the school climate can make schools safer and more vibrant [ 29 ]. Students’ perceptions of school climate influence their academic, psychological, and behavioral development [ 30 , 31 ]. Positive and harmonious school climates improve academic performance and influence students’ physical and mental health, by reducing dangerous behaviors among students (e.g., fighting, smoking, etc.)…”

The Mediating Effect of Parental Involvement on School Climate and Behavior Problems: School Personnel Perceptions

“…Considered a multifaceted concept, SC includes observable characteristics of schools, organizational behavior of school personnel, and shared values among students and school personnel [3]. In this sense, SC has been conceptualized as a critical factor in school life because it establishes socially acceptable behavior at school, which is able to influence and shape interactions between all school members (i.e., students, teachers, and parents) as well as their development at various levels [4].…”