School Climate as an Intervention to Reduce Academic Failure and Educate the Whole Child: A Longitudinal Study

Daily, Shay M.; Mann, Michael J.; Lilly, Christa; Dyer, Angela; Smith, Megan L.; Kristjánsson, Álfgeir L.

doi:10.1111/josh.12863

Cited by 34 publications

(32 citation statements)

References 86 publications

(97 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…As research on school environment and climate shows, learning in a safe and supportive environment free of violence is essential for children's academic success, self-esteem, and wellbeing [2][3][4][5]. Developing positive feelings, such as friendship and empathy, is essential for ensuring such spaces in schools and classrooms [8,13,18,19].…”

Section: Discussionmentioning

confidence: 99%

“…Learning in inclusive, violence-free, and supportive environments has been found to foster students' positive trajectories. For instance, such environments contribute to improving students' self-esteem and self-concept [2], academic achievements [3], academic engagement [4], and social and emotional wellbeing [5], among others. It has been found that the quality of relationships and interactions within and outside the school among students, parents, and teachers is one of the main pillars in school environments promoting a positive climate [6,7].…”

Section: Fostering Supportive and Safe Educational Environmentsmentioning

confidence: 99%

See 1 more Smart Citation

Propelling Children’s Empathy and Friendship

et al. 2020

View full text Add to dashboard Cite

Schools play a crucial role in creating supportive and safe environments, and positive feelings are key in fostering such environments. Schools as Learning Communities, based on the dialogic participation of the whole community, are improving social cohesion. However, the underlying processes leading to such transformations remain underexplored. This article suggests that successful educational actions (SEAs) implemented in a school as a learning community, analyzed in this case study, promote positive feelings such as friendship and empathy, contributing to a safe and supportive environment. The purpose of this study was to analyze how SEAs generate friendship and empathy and their impact in the environment in a school as a learning community in Spain. To that end, the methods used were interviews with 18 students and 10 teachers, and reviews of two documentary films featuring the school. Results suggest that SEAs generate friendship and empathy among many children by promoting mutual support and sharing narratives in such dialogic settings. In addition, developing friendship and empathy contributes to reducing violent behaviors and promoting more inclusive attitudes among many students. This study concludes by providing insights on how SEAs can contribute to safe and supportive environments through fostering friendship and empathy.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Fostering Supportive and Safe Educational Environmentsmentioning

confidence: 99%

Propelling Children’s Empathy and Friendship

et al. 2020

View full text Add to dashboard Cite

show abstract

“…(p. 5) The United States Department of Education's (USDOE) Safe and Supportive Schools model presents positive school climate including 3 core domains: safety, engagement, and environment 2 . Research shows consistent associations between these aspects of school climate and students' mental, behavioral, and academic outcomes, 3‐7 highlighting the importance of fostering positive school climate for student well‐being. Yet, less is known about how broader context may moderate the experience and potential impact of school climate.…”

Section: The Rural School Contextmentioning

confidence: 98%

Contextualizing the Association Between School Climate and Student Well‐Being: The Moderating Role of Rurality

Nguyen

McDaniel

Braun

et al. 2021

Journal of School Health

View full text Add to dashboard Cite

BACKGROUND In rural communities, understanding and improving school climate may benefit youth facing unique contextual challenges to well‐being. As education research rarely focuses on rural schools, we aimed to examine school climate and student well‐being with a particular focus on rural schools, compared to suburban schools. METHODS Cross‐sectional survey data were collected from 62,265 students in 22 rural and 78 suburban Maryland middle and high schools. Student self‐report data were collected on school climate (safety, engagement, and environment) as well as internalizing problems, behavior problems, stress, substance abuse, and future orientation. Multiple‐group, multilevel models were fit to compare between rural and suburban schools. RESULTS On average, rural students reported significantly lower perceptions of safety and engagement than suburban students. Safety and engagement were generally associated with higher youth well‐being. A number of moderated effects were observed, which generally suggested stronger associations between school‐level climate—particularly engagement—and more positive outcomes for rural compared to suburban students. CONCLUSIONS Students' perceptions of safety and engagement were associated with student well‐being, in some cases with stronger associations for rural students. These findings suggest that efforts to improve school climate may be particularly impactful for rural students.

show abstract

“…This is not only disheartening for the individual, but also a brain drain on communities, impacting the economy and wellbeing of families, communities and countries [31]. Education still needs to understand the need to teach all our children how to read and write, whilst at the same time addressing the need of access to learning without the use of the verbal visual [32,33].…”

Section: Literacy?mentioning

confidence: 99%

Dyslexia and Academic Life

Falzon¹

2021

Dyslexia

View full text Add to dashboard Cite

This chapter intends to discuss the experiences of university students with dyslexia and academic learning and assessment. It intends to challenge the traditional access to and production of examinations and to separate the ability to retrieve and produce verbal visual print from academic learning and performance in order to propose a model where educational systems join the fourth revolution. The intention is to address the brain drain that communities experience when students with Dyslexia are not able to show what they really know, due to possibly archaic access to and production of academic learning and assessment. The use of technology and independent access to printed material will also be discussed. The framework of this chapter is the Kannangara model of dyslexia: from Languishing to Thriving with Dyslexia. When reading this chapter, one also needs to remember that, whilst I refer to dyslexia, this profile more often than not co-occurs with other learning challenges and is often grouped with populations of Specific Learning Difficulties or Learning Disabilities in research and national data.

show abstract

School Climate as an Intervention to Reduce Academic Failure and Educate the Whole Child: A Longitudinal Study

Cited by 34 publications

References 86 publications

Propelling Children’s Empathy and Friendship

Propelling Children’s Empathy and Friendship

Contextualizing the Association Between School Climate and Student Well‐Being: The Moderating Role of Rurality

Dyslexia and Academic Life

Contact Info

Product

Resources

About