For the first research objective, descriptive statistics, including means and standard deviations, were used to compare student responses to the actual and preferred version of the WHITS-P. The scale demonstrated sound psychometric properties in previous studies (e.g., Aldridge et al., 2016) and sought to examine concepts of perseverance and self-reliance. Apart from high expectations, which was assessed using three items, the six remaining scales were assessed using four items. To improve reliability and comprehensibility, items belonging to a scale were grouped together and a child-friendly header was provided at the beginning of each group as a contextual cue. The WHITS-P was based largely on the secondary school version of the What’s Happening In This School (WHITS; Aldridge & Ala’i, 2013; Riekie & Aldridge, 2017).
For example, one of our findings suggest that, when students perceived their teachers as friendly and caring as they would like them to be (e.g., the actual–preferred discrepancy was reduced), they were more resilient, had better wellbeing and experienced less bullying. These findings support Caplan’s (1987) theory of person-environment fit and earlier studies that found outcomes were improved when environmental misfits were reduced (Fraser & Fisher, 1983a, 1983b; Moos, 1987). Finally, we drew on a person-environment perspective to examine whether the degree of misfit reported by students was inversely related to their outcomes. These findings corroborate those of past research that examined the influence of school climate factors on emotional wellbeing (e.g., Aldridge & McChesney, 2018; Aldridge et al., 2016; Kutsyuruba et al., 2015; Lester & Cross, 2015; Riekie & Aldridge, 2017), resilience (e.g., Aldridge et al., 2016; Cohen, 2013; Ebbart & Luthar, 2021) and reports of bullying (Aldridge et al., 2018, 2020). These findings suggest that not only is a school’s climate unique, but the needs of students within a school (as reported in the preferred version) also differs between schools.
Relationship Between School Climate and School Satisfaction
The role of educators and school leaders in shaping the school climate cannot be underestimated. This open dialogue can lead to a sense of community and shared responsibility for the school environment. Students in such environments are more likely to be engaged in their studies, show improved academic performance, and exhibit lower rates of absenteeism. It’s a crucial component of an effective school and a vital aspect of student success. It will also shed light on the role of parents, community, and school leaders in shaping this climate, supported by successful case studies.
How to Approach Holiday Questions in the Classroom: A Teacher’s Guide to Responding with Care and SEL
Feeling safe and secure within our environments is a fundamental human need. But accurately describing the overall climate of a school can also be challenging, especially because different individuals or groups within a school might have very different perceptions of the school environment. Built for schools, backed by security, ready to integrate Built for schools, backed by security
Academic grades.
Their study suggested that school counselors believe that PBIS promotes gambling a positive school culture, making the school a healthy and safe environment for learning. When students feel safe, supported, and engaged, they are more likely to achieve academic success and develop positive relationships with their peers and teachers. School climate refers to the overall atmosphere and culture of a school, encompassing the social, emotional, and academic experiences of students, teachers, and staff.
- School dropout rates are linked to physical and mental problems, substance abuse, antisocial behaviour, negative school attitudes, low quality of education, parenting problems and family challenges (Ramsdal and Wynn, 2021).
- Of the limited number of studies examining whether person-environment fit influenced student outcomes, the majority of these were carried out at the college or university levels.
- Furthermore, Ref. conducted a study to examine the fidelity of PBIS and student outcomes for 47 secondary schools in a large urban district.
- Leaders who embrace creativity, collaboration, and continuous improvement inspire engagement and empower all community members to contribute to the collective vision of a positive school environment.
- Moos (1984) suggested that, like people, social environments have personalities and that the way in which people perceive this environment influences how they behave within it.
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