A Systematic Review of the Literature on Aspects Affecting Positive Classroom Climate in Multicultural Early Childhood Education

Abstract

The risk for many young children from minority backgrounds of being excluded from a quality education might be reduced through the creation of a positive classroom climate. A systematic review was conducted to gain a better understanding of the pedagogical and structural aspects that foster a positive classroom climate in multicultural early childhood education settings. Following a systematic review procedure, 14 articles were selected and included in the analysis. The findings indicate that eight aspects contribute to a positive climate in these settings: on the one hand, pedagogical practices, including increased instructional time, teacher-student supportive interactions, peer interactions and friendship, child engagement, teacher training on emotionally supportive environments and teacher-family trust-based relationships, and on the other hand, structural aspects, including small peer groups and materials shared among children. This evidence may be used to foster a classroom climate that enhances learning processes and social development in multicultural preschool groups. However, more research is needed to better understand the particular role that cultural diversity plays in the classroom climate.

Propelling Children’s Empathy and Friendship

“…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]. In this case study we have looked at a School as a Learning Community, an interactive and whole-school educational model, in order to show whether and how the SEAs implemented there promote friendship and empathy, and their impact in improving the environment.…”

“…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]. Literature on school and classroom climates has shown that relationships based on feelings such as friendship are key in fostering safe and supportive environments, as it contributes to reducing conflicts [8]; to positive school experiences; and to a sense of school belonging [9], which is associated with emotional wellbeing [10]. It has also been found that friendship quality is associated with prosocial behavior towards friends [11], prosocial behavior being essential in promoting a positive school climate, and with better adjustment for early adolescents [12].…”

Transphobic Violence in Educational Centers: Risk Factors and Consequences in the Victims’ Wellbeing and Health

“…Findings point to a range of factors that can influence transphobic violence, as well as its intensity and consequences due to sociocultural factors [37,[51][52][53][54][55][56][57][58][59]. This subsection is divided into two given the pertinence of these factors: internal factors, such as felt gender identity, sexuality, and self-perception, and external factors, such as circumstances and judgments.…”

“…In that sense, some indicators have been identified in the literature for the successful prevention and intervention of cases of distress and other forms of suffering by TNBAY. Several articles referred to the relevant role of family members, peers, school staff, and friends of the victims [52,53,56]. Their role was largely determined to be significant in the sections above, as they might be the perpetrators or passive witnesses in cases of violence against TNBAY.…”

“…In this sense, education might lead to more sensitive and open environments in family contexts, in which the role of parenting and supporting the transgender and nonbinary kids seems unequivocal for a healthy gender transition in both family and school environments. It may prevent forms of violence within the family context, which have deep and strong consequences for the self-esteem and self-acceptance of TNBAY [52,53,56]. Additionally, it could provide healthy and supportive spaces for students to share and live gender and sexual orientation freely, which have a very positive influence on school climate, associated with lower psychological suffering and more help-seeking behaviors by victims [54].…”