A Cultural-Ecological Model of School Climate

Meyers, Joel; Varjas, Kristen; Roach, Andrew T.

doi:10.1080/21683603.2015.1047550

Cited by 42 publications

(59 citation statements)

References 38 publications

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“…School climate represents the patterns of students' experiences of school life that are reflected in the norms, goals, values, interpersonal relationships, organizational structures, and learning practices (La Salle, Meyers, Varjas, & Roach, 2015;Thapa, Cohen, Guffey, & Higgins-D'Alessandro, 2013). Recent meta-analysis research (Marraccini & Brier, 2017) documented the protective role of supportive school environment (e.g., school connectedness) in relation to student mental health.…”

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confidence: 99%

Associations between school climate, suicidal thoughts, and behaviors and ethnicity among middle school students

Salle¹,

Wang

Parris

et al. 2017

Psychology in the Schools

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The purpose of the current study is to investigate the relationships between suicidal thoughts and behaviors (STBs), school climate, and student demographics among middle school students. The study was conducted with a sample of 152,191 middle school students across 607 schools within 182 school districts in a southeastern state. Results support prior research that positive perceptions of school climate are associated with fewer reports of STB. Participants identified family reasons, bullying, peer problems, and “other” as the most common reasons for STB. Further, older students and males were more likely to engage in STB than their counterparts. When examining cross‐sectional interactions, race/ethnicity moderated the relationship between school climate and STB. Findings from the study support the role of school psychologists in advocating for prevention and intervention STB supports for middle school students with particular attention to students who may be at increased risk based on group identification. Implications for future research and practice are discussed.

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mentioning

confidence: 99%

Associations between school climate, suicidal thoughts, and behaviors and ethnicity among middle school students

Salle¹,

Wang

Parris

et al. 2017

Psychology in the Schools

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“…Les études qui ont évalué le climat scolaire interculturel sont quasi inexistantes. Néanmoins, quelques études transnationales suggèrent que, bien que le climat scolaire soit souvent défini de la même façon dans différents pays (Jia et collab., 2009 ;La Salle, Meyers, Varjas et Roach, 2015), il peut être perçu différemment dans l'école, en fonction des caractéristiques ethnoculturelles des groupes en présence (Voight, Hanson, O'Malley et Adekanye, 2015). Aux États-Unis et en Europe, certains travaux indiquent par exemple que les élèves issus de la diversité tendent à évaluer le climat de leur école comme étant moins sécuritaire et soutenant comparativement à leurs pairs du groupe majoritaire (McNeely, Nonnemaker et Blum, 2002 ;Watkins et Aber, 2009).…”

Section: Pourquoi S'intéresser Au Climat Interculturel ?unclassified

Vers une conception théorique multidimensionnelle du climat scolaire interculturel

et al. 2018

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“…Behavior is a function of the Person and his Environment (Bronfenbrenner, 1979;Denison, 1996). Bronfenbrenner (1979) (Bronfenbrenner, 1979;La Salle, Meyers, Varjas & Roach, 2015;Rudasill et al, 2018).…”

Section: Theories and Models Of School Climatementioning

confidence: 99%

“…This ecological theory of human interactions and development influenced the formulation of the "Cultural-Ecological Model of School Climate" CEMSC, which proposes a framework of how characteristics of personality and interactions across systems shape educational experiences and perceptions of school climate (La Salle et al, 2015). The CEMSC can be used to study the characteristics of teachers or school administrators and the characteristics of the school to examine their implications on the individual's perceptions of school climate (La Salle et al, 2015).…”

Section: Theories and Models Of School Climatementioning

confidence: 99%

“…Because school climate is a complex multifaceted construct with an abundance of definitions, models and dimensions (Anderson, 1982;Cohen et al, 2009;Hoy, 1990;Rudasill et al, 2018;Thapa et al, 2013), Rudasill et al (2018) proposed the "Systems View of School Climate" SVSC, to better understand how school climate functions. The SVSC is also based on the "Ecological Systems Theory" defined by Bronfenbrenner (1979) and the "Cultural Ecological Model of School Climate" presented by La Salle et al, (2015). In addition to the systems examined in the CEMSC, the SVSC includes 'nanosystems'; groups within microsystems such as peer groups, and chronosystems;…”

Section: Theories and Models Of School Climatementioning

confidence: 99%

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Teachers' perceptions of the effect of leadership on school climate

Ibrahim¹

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This mixed methods research examines the relationship between principal leadership and school climate. A sample of 63 elementary teachers evaluated their school climate and leadership through the OCDQ-RE and the MLQ-5X and expressed their views on both by responding to open-ended questions. Quantitative analysis for both questionnaires, correlations between the dimensions of the two instruments and qualitative analysis of the open-ended questions were conducted to determine the leadership characteristics and behaviors that impact school climate the most. Both principals scored high on supportive and directive behavior and were “more transformational” and “more transactional than the norm”; teachers scored high on collegial and intimate behavior; school climates were determined to be open. Correlational analysis revealed significant positive relationships between the characteristics of transformational and transactional leadership and both supportive and directive principal behaviors; qualitative results showed that characteristics of transformational leadership and supportive principal behaviors have the most impact on school climate. The results of this study revealed that although the principals were perceived as highly directive, the climates were still open. This calls for further exploration of the impact of principal behaviors on school climate and whether teacher behaviors are more significant determinants of school climate than principal behaviors are.

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A Cultural-Ecological Model of School Climate

Cited by 42 publications

References 38 publications

Associations between school climate, suicidal thoughts, and behaviors and ethnicity among middle school students

Associations between school climate, suicidal thoughts, and behaviors and ethnicity among middle school students

Vers une conception théorique multidimensionnelle du climat scolaire interculturel

Teachers' perceptions of the effect of leadership on school climate

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