Does a rising school climate lift all boats? Differential associations of perceived climate and achievement for students with disabilities and limited English proficiency

Abstract

Previous research studies show that a positive school climate is associated with desirable academic outcomes for youth. In the United States, students with disabilities and English language learner (ELL) students are particularly at-risk for poor academic outcomes and therefore more in need of interventions to support their academic development. The present study examined whether school climate has a differential

International perspectives of school climate

“…A one-size-fits-all approach is not sufficient; as educators, we need to be vigilant to the differential needs of students and equipped to address such needs within a culturally relevant context. Sanders et al (2018) included a sample of elementary, middle, and high school students from the mid-west region of the United States in 'Does a rising school climate lift all boats? Differential associations of perceived climate and achievement for students with disabilities and limited English proficiency'.…”

“…Multi-level regression was employed to account for the nesting of students within schools. Finally, Sanders, Anderson, Giraldo-Garcia, Fogarty, and Durbin (2018) examined whether a positive school climate could bolster the achievement of students with disabilities and English language learners in the United States. They examined patterns across the elementary, middle, and high school settings separately via multilevel regression analyses.…”

“…Sanders et al. (2018) included a sample of elementary, middle, and high school students from the mid-west region of the United States in ‘Does a rising school climate lift all boats?…”

School learning climate in the lens of parental involvement and school leadership: lessons for inclusiveness among public schools

“…(Thapa et al, 2013) Despite the new challenges in its definition, the learning climate is known to link to many learning outcomes, most of which are related to academic performance. The latest research shows that a positive learning climate figures in students' resilience (Domitrovich, Durlak, Staley, et al, 2017), students' improved health behaviors and choices (Michael, Merlo, Basch, et al, 2015), the reduction of socio-economic and racial gaps (Berkowitz, Moore, Astor, et al, 2017;Sanders, Durbin, Anderson, et al, 2018;Voight, Hanson, O'Malley, et al, 2015), the reduction in alcohol and marijuana use (Cornell & Huang, 2016), and considerable substantial reduction in peer bullying, aggression, teasing, and general victimization (Cornell, Shukla, & Konold, 2015;Gage, Prykanowski, & Larson, 2014;Konishi, Miyazaki, Hymel, et al, 2017;Konold, Cornell, Huang, et al, 2014;Wang, Vaillancourt, Brittain, et al, 2014). It is also known to induce a student's potential political participation (Castillo, Miranda, Bonhomme, et al, 2015), prosocial behavior (Luengo Kanacri, Eisenberg, Thartori, et al, 2017;Luengo Kanacri, Pastorelli, Zuffianò, et al, 2014), and the likelihood not to drop out of school (Jia, Konold, & Cornell, 2016).…”

Vers une conception théorique multidimensionnelle du climat scolaire interculturel

“…Le climat scolaire est généralement défini par plusieurs dimensions, qui renvoient principalement aux trois grandes sphères proposées par Moos (1979) : le système d'encadrement et les pratiques du milieu, les relations qui y prévalent et la croissance personnelle des individus qui le fréquentent. Dans la plupart des études du climat scolaire, ce cadre théorique multidimensionnel prévaut (Janosz, Georges et Parent, 1998 ;Parris, Rocha Neves et La Salle, 2018 ;Sanders, Durbin, Anderson, Fogarty, Giraldo-Garcia et Voight, 2018). Le climat scolaire interculturel a donc avantage à être également appréhendé dans une perspective multidimensionnelle, afin de prendre en compte la complexité des objets que le concept recouvre.…”