Systems View of School Climate: a Theoretical Framework for Research

Rudasill, Kathleen Moritz; Snyder, Kate E.; Levinson, Heather; Adelson, Jill L.

doi:10.1007/s10648-017-9401-y

Cited by 168 publications

(185 citation statements)

References 71 publications

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“…Human development occurs at multiple levels and has a reciprocal influence, especially from the school context during adolescence (Eccles and Roeser 2010;Lerner 2006).Within the school context there are different dimensions relevant for adolescent wellbeing development, such as peer relationships and school climate. School climate is a multidimensional construct that can be described as the prevailing atmosphere in an academic institution that sets the norms, values, rules, and structures of a school as a whole (Cohen et al 2009;Gage et al 2014;Rudasill et al 2018).…”

Section: School Climatementioning

confidence: 99%

Examining the Relationship Among Bullying, School Climate and Adolescent Well-Being in Chile and South Africa: a Cross Cultural Comparison

et al. 2019

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Bullying at school represents a major challenge in different school cultural contexts. As a result, victims of bullying experience negative consequences that influence their daily life and personal well-being. School climate in particular is important to consider in the prevention of bullying and its consequences. However, few studies have examined the effects of bullying victimization on children's subjective well-being (SWB), using hierarchical analysis, in different cultural contexts. Therefore, the current study examined the role of bullying victimization and school climate on children's SWB in two different contexts, Chile and South Africa. The study forms part of and uses data from the Children's Worlds Study in these contexts. With a combined sample of 1829 children aged 12-years old, the data were analyzed using hierarchical linear modeling and structural equation modeling. The key findings indicate that bullying victimization was a significant predictor of children's SWB at the individual and school level (school climate) in Chile and South Africa. Further, a crosslevel interaction effect of school climate on the relationship between bullying victimization and SWB was found in Chile only. Mediational analysis demonstrated a good fit of the data for both countries, and indicated that bullying victimization had a direct effect on SWB, and an indirect effect through school climate. These results contribute to a better understanding of the role of school climate for bullying behavior, especially for victims. Schools represent an important institution, beyond the cultural context, that can help foster children's social development by promoting a positive school climate.

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Section: School Climatementioning

confidence: 99%

Examining the Relationship Among Bullying, School Climate and Adolescent Well-Being in Chile and South Africa: a Cross Cultural Comparison

et al. 2019

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“…A systems thinking lens is particularly important for educators as our schools comprise complex and interconnected networks of individuals and groups that impact the work we do, and the students we teach (Capra and Luisi, 2014). Building on Bronfenbrenner's (1977) Ecological Systems Theory, social ecological models emphasize interpersonal and cultural elements of environments and have resulted in more interventions intended to create positive change in social relationships within organizational environments (Griffiths et al, 2009;Richard et al, 2011;Golden and Earp, 2012;Rudasill et al, 2018). Further, considering that racial and cultural elements of a school environment are socially constructed structures in themselves (Watkins and Aber, 2009), social ecological models are especially appropriate for the study and systemic change efforts directed at the gender, racial, ethnic, and ability inequities within organizations.…”

Section: Systems Thinkingmentioning

confidence: 99%

Cultivating a Professional Culture of Peace and Inclusion: Conceptualizing Practical Applications of Peace Leadership in Schools

Miller

Abdou

2018

Front. Educ.

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Beyond the role of educating students across all academic domains, school leaders are tasked with the monumental responsibility of creating positive, engaged systems and cultures that embrace the growing cultural, economic, linguistic, and cognitive diversity in the United States landscape. With collective goals to create peaceful learning environments with capacity to serve diverse learners, many school leaders have embraced school-wide prevention and intervention efforts, such as Multi-Tiered Systems of Support (MTSS) for social-emotional and behavioral development of students. Unfortunately, due to the inherent complexities and fragmentation of such efforts, many school leaders have continued to experience significant barriers to sustainable systems change. Throughout the following discussion, the authors argue that the school-wide programs most commonly utilized in schools lack the explicit organizational structures for integrating culturally responsive practice, leadership development, and collaborative community building processes that are essential to sustainable implementation. Therefore, this conceptual paper aims to explore the possibilities for practical applications of the Integral Perspective of Peace Leadership (IPPL, McIntyre Miller and Green, 2015) within school systems change efforts by shifting focus from direct student skill development toward a more integrated and systems-oriented approach aimed at strengthening culture and capacity within communities of educational leaders. The IPPL can "connect the dots" and provide a strong foundation through which school-wide change is possible and more sustainable. By challenging individuals, schools, communities, and organizations to examine and include Innerwork; theories, behaviors and practices, or Knowledge building; Communities of practice; and Environment work, such as systems and global thinking (McIntyre Miller and Green, 2015), the implementation of the IPPL may "challenge issues of violence and aggression and build positive, inclusive social systems and structures" (McIntyre Miller, 2016, p. 223). The purpose of this paper is twofold. First, there is a discussion of how the elements of the IPPL connect to school culture and system change. Second, specific examples, such as character development, mindfulness, school-wide positive behavior supports, social-emotional learning, professional learning communities, home-school connection, systems thinking, and distributed leadership, will demonstrate how school leaders might engage, using consultants and an implementation team, in the work to create positive, equitable school cultures.

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“…Examples include key academic mindset and social emotional learning competencies utilized by students in their academic endeavors (Rattan et al, 2015;Lawson et al, 2019). Theories of optimal school performance in children often integrate student-based contextual factors with school climate (Lee and Shute, 2010;Rudasill et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

The School Climate and Academic Mindset Inventory (SCAMI): Confirmatory Factor Analysis and Invariance Across Demographic Groups

2020

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School climate is a multidimensional construct of the quality of a student's academic environment, often subsuming dimensions such as safety, instructional practices, social relationships, school facilities, and school connectedness. Positive school climate has beneficial effects on a wide range of adjustment variables in youth, including academic achievement, mental health, school attendance and graduation, and school-based behavior. Studies regarding school climate assessment have burgeoned in recent years but remain marked by limited sample sizes, narrow developmental levels, restricted items, unclear psychometric strength across multiple demographic groups, and lack of integration with key student education contextual factors such as academic mindset and social emotional learning. The present study evaluated a comprehensive measure of aspects of school climate, academic mindset, and social emotional learning in a sample of 105,379 diverse students (M age = 13.47 years; SD = 2.47). The 9-factor structure of the School Climate and Academic Mindset Inventory was supported via confirmatory factor analysis. A trimmed model displayed adequate goodness-of-fit for males and females, younger age groups, and European American, biracial/multiracial, Hispanic, Native American, and Native Hawaiian/Pacific Islander students. The trimmed model was slightly less strong for older age groups as well as for African American and Asian American students. The scale may be useful for assessing school climate interventions, longitudinal climate patterns, and school-based algorithms of future performance, though additional validation of the scale remains necessary.

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Systems View of School Climate: a Theoretical Framework for Research

Cited by 168 publications

References 71 publications

Examining the Relationship Among Bullying, School Climate and Adolescent Well-Being in Chile and South Africa: a Cross Cultural Comparison

Examining the Relationship Among Bullying, School Climate and Adolescent Well-Being in Chile and South Africa: a Cross Cultural Comparison

Cultivating a Professional Culture of Peace and Inclusion: Conceptualizing Practical Applications of Peace Leadership in Schools

The School Climate and Academic Mindset Inventory (SCAMI): Confirmatory Factor Analysis and Invariance Across Demographic Groups

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