Exploring perceptions of school climate among secondary students with varying discipline infractions

Fefer, Sarah A.; Gordon, Kayla

doi:10.1080/21683603.2018.1541033

Cited by 21 publications

(20 citation statements)

References 28 publications

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“…Specifically, earlier research has linked CVE to childhood delinquency ( 65 ). In terms of the current study this might be important as phenomena such as aggressive behavior and engaging in bullying have been, respectively, linked to lower levels of teacher support ( 66 ), and school safety ( 67 ), while a recent article has reported a relationship between problematic behaviors (disciplinary infractions) in school and a negative perception of the school environment ( 68 ). As yet, the exact factors linking CVE and delinquency are uncertain although some of the suggested potential mechanisms such as depression and anxiety ( 69 ) might also be important for school functioning as outlined above, which highlights the importance of prospective research to determine exactly how CVE is linked to school functioning and whether the relationship is direct or mediated by other variables.…”

Section: Discussionmentioning

confidence: 96%

Community Violence Exposure and School Functioning in Youth: Cross-Country and Gender Perspectives

Koposov

Isaksson

Vermeiren

et al. 2021

Front. Public Health

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Background: Many children and adolescents experience violent events which can be associated with negative consequences for their development, mental health, school, and social functioning. However, findings between settings and on the role of gender have been inconsistent. This study aimed to investigate cross-country and gender differences in the relationship between community violence exposure (CVE) and school functioning in a sample of youths from three countries.Methods: A self-report survey was conducted among school students (12–17 years old) in Belgium (Antwerp, N = 4,743), Russia (Arkhangelsk, N = 2,823), and the US (New Haven, N = 4,101). Students were recruited from within classes that were randomly selected from within schools that had themselves been randomly selected (excepting New Haven, where all students were included). CVE was assessed with the Screening Survey of Exposure to Community Violence. School functioning was assessed with four measures: the Perceived Teacher Support scale, Negative Classroom Environment scale, and Academic Motivation and Perception of Safety at School scales. Multivariate Analyses of Covariance were performed to assess differences in the levels of school-related problem behaviors in boys and girls, who reported different degrees of CVE.Results: Participants in all three countries reported a relatively high prevalence of violence exposure (36.2% in Belgium, 39.3% in Russia and 45.2% in the US who witnessed violence), with a higher proportion of girls than boys witnessing violent events (varied from 37.4 to 51.6% between the countries), whereas boys reported more episodes of victimization by violence than girls (varied from 32.3 to 49.9% between the countries). Youths who experienced increased CVE (from no exposure to witnessing to victimization) reported an increase in all school functioning problems in all of the countries and this association was not gender-specific.Conclusions: Our findings suggest that regardless of differences in the level of CVE by country and gender, violence exposure is negatively associated with school functioning across countries. Nonetheless, even though reactions to community violence among adolescents may be expressed in a similar fashion, cross-country differences in social support systems should also be taken into account in order to provide culturally sensitive treatment modalities.

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Section: Discussionmentioning

confidence: 96%

Community Violence Exposure and School Functioning in Youth: Cross-Country and Gender Perspectives

Koposov

Isaksson

Vermeiren

et al. 2021

Front. Public Health

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Section: Pbis Fidelity Student Behavior and School Climatementioning

confidence: 99%

“…Given that discipline data were student-reported (i.e., students completed a survey indicating the number of times they had "gotten in trouble" during the past year) and measured in a single year, future studies should both explore the use of alternative measures of student discipline and include additional years of data. Further, since fidelity of implementation was not measured by Fefer and Gordon (2020), researchers should investigate the impact fidelity of PBIS implementation on the relationship between school climate and student discipline.…”

Section: Pbis Fidelity Student Behavior and School Climatementioning

confidence: 99%

“…We found only one study that addressed the relationship between discipline and climate in a school identified as implementing PBIS. Fefer and Gordon (2020) measured students' perceptions of school climate and discipline problems in their single‐year study of 5th through 12‐grade students enrolled in PBIS schools. Students with no discipline infractions (e.g., office referral, detention, and suspension) reported significantly higher perceptions of overall school climate as compared to their peers who indicated one or more discipline infractions.…”

Section: Introductionmentioning

confidence: 99%

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PBIS fidelity, school climate, and student discipline: A longitudinal study of secondary schools

Elrod

Rice

Meyers

2021

Psychology in the Schools

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Creating safe and supportive environments where students engage in prosocial behaviors is a priority and Positive Behavioral Interventions and Supports (PBIS) are used to achieve these goals. This study investigated relationships between PBIS fidelity, school climate, and office discipline referrals (ODRs). Participants were 204,701 students in 288 middle and high schools. Results indicated that additional years of PBIS implementation were related to greater fidelity, stronger school climate, and fewer ODRs. Findings also showed that students' perceptions of school climate in earlier years predicted fidelity and ODRs in later years. Further, ODRs reported during earlier years of PBIS implementation predicted fidelity and school climate in later years. Implications for research and practice are discussed, including considerations for how the whole-school environment can affect PBIS implementation. Future research should investigate school level (i.e., elementary, middle, and high school) and school diversity as moderators of the relationship between PBIS fidelity, school climate, and behavioral outcomes. Researchers and policymakers should use multidimensional school climate scales rather than relying only on unidimensional measures. Finally, since school climate influenced fidelity, schools that create safe/supportive environments can maximize the effective implementation of complex strategies like PBIS.

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“…Gage et al (2016) examined the relationship between school climate and ODRs using a sample of almost 3,800 students in Grades 3 to 12, finding that students who had three or more ODRs reported a significantly more negative perception of school climate than did students who had fewer than three ODRs. Fefer and Gordon (2018) examined school discipline history and its influence on high school students' perceptions of school climate. Capitalizing on the Delaware School Climate Survey (Bear et al, 2014), Fefer and Gordon examined students' reporting of how many times they got in trouble for their behavior during the school year and perceptions of school climate.…”

Section: Relation Between School Climate and Behaviormentioning

confidence: 99%

High School Students With Emotional and Behavioral Disorders Perceptions of School Climate

Gage

Kramer

Ellis

2020

Journal of Disability Policy Studies

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Students with emotional and behavioral disorders (EBDs), particularly those in high school, present myriad challenges for educators. Although research suggests that students with EBDs experience schooling differently than their peers, few studies have examined differences in perceptions of school climate. School climate is a multidimensional construct consisting of students’ perceptions of physical and social school environments. To address this gap, we leveraged school climate data from more than 350,000 high school students, including more than 5,000 with or at risk for EBDs, in Georgia. We estimated a series of multilevel models and found that students with or at risk for EBDs consistently report more negative perceptions of school climate than their peers across all school climate domains. We also examined whether individualized education program (IEP) services affected perceptions for students with EBDs, finding more positive perceptions for some domains for students with IEP services for EBDs compared with students with EBDs, but no IEP services. Implications and limitations are then discussed.

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Exploring perceptions of school climate among secondary students with varying discipline infractions

Cited by 21 publications

References 28 publications

Community Violence Exposure and School Functioning in Youth: Cross-Country and Gender Perspectives

Community Violence Exposure and School Functioning in Youth: Cross-Country and Gender Perspectives

PBIS fidelity, school climate, and student discipline: A longitudinal study of secondary schools

High School Students With Emotional and Behavioral Disorders Perceptions of School Climate

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