School Climate in Rural and Urban Schools and the Impact of SWPBIS

Ellis, Kaci; Gage, Nicholas A.; Kramer, Dennis A.; Baton, Emily; Angelosante, Courtney

doi:10.1177/87568705221098031

Cited by 6 publications

(3 citation statements)

References 31 publications

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“…In addition, the school atmosphere can be perceived as the overall feeling after individual abstraction, and the large differences in cognition and personality between different students will produce different perception degrees (Jones and Fleming, 2021). Therefore, the study and measurement of school climate should begin with the perspective of individuals, and it is necessary to emphasize the individual perception of school climate (Ellis et al, 2022). Moos (1979) divided the dimensions of school climate into three: relational dimension, individual development dimension, system maintenance and change dimension.…”

Section: School Climatementioning

confidence: 99%

The impact of school climate on academic burnout of Chinese students: the mediating effect of psychological capital

Tang

2024

Front. Educ.

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BackgroundStudents are in their teenage years during middle school, which is a period of acceleration and transition for individual physical and mental development. Therefore, junior high school students are easily influenced by their internal and external environment, leading to academic burnout. The main activity venue for middle school students in school homework is the external environment that affects their academic performance. Psychological capital is the student’s own resource and the external environment that affects their academic performance.AimsThis study aims to explore the interrelationship among school atmosphere, psychological capital, and academic burnout, and construct a theoretical model among them. This study provides practical and feasible methods and guidance suggestions for educational institutions and teachers, helps students improve their mental health level, enhances the positive perception level of the school atmosphere, and alleviates their academic burnout.MethodsBuilding upon previous research on school climate, psychological capital, and academic burnout, this study employed the following research tools: The Perceived School Climate Questionnaire (PSC), the Positive Psychological Questionnaire (PPQ), and the High School Students’ Academic burnout Scale. A questionnaire survey was conducted on 1,267 students from three different regions of Chongqing, involving various types of junior high schools.ResultsThe findings of this study demonstrate that both the external school climate and internal psychological capital exert an impact on academic burnout. A positive school climate can foster the development of psychological capital, subsequently enhancing academic performance. Additionally, psychological capital directly influences academic burnout. The higher the level of positivity is, the more pronounced the alleviating effect becomes. The school climate can directly affect academic burnout, and it can also indirectly affect academic burnout through the mediation of psychological capital, with psychological capital playing a partial mediating role.ConclusionTo avoid academic burnout, schools should actively create a good school atmosphere and mobilize students’ learning enthusiasm; teachers should provide targeted psychological counseling to reduce students’ negative emotional perception; students should correct their learning attitude and recognize their own learning status.

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Section: School Climatementioning

confidence: 99%

The impact of school climate on academic burnout of Chinese students: the mediating effect of psychological capital

Tang

2024

Front. Educ.

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“…Community characteristics include variables such as neighborhood safety, community resources (e.g., access to libraries), and respect for cultural diversity within the community (Galvez-Nieto et al, 2020; La Salle et al, 2015; Wang & Degol, 2016). School characteristics describe the school or classroom context, such as school locale (e.g., urban vs. rural school), school achievement, school race/ethnicity composition, school and classroom size, and teacher characteristics (e.g., years of experience, education level; Aldridge & McChesney, 2018; Ellis et al, 2022; Koth et al, 2008). Family characteristics include variables like parent education level, family values, number of family members in the household, and socioeconomic status (La Salle et al, 2015; O’Malley et al, 2015).…”

Section: Characteristics That Influence Student Perceptions Of School...mentioning

confidence: 99%

Identifying profiles of school climate in high schools.

Kittelman¹,

Salle²,

Mercer³

et al. 2024

School Psychology

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This cross-sectional study analyzed data from 364,143 students in 492 high schools who completed the Georgia School Climate Survey during the 2017-2018 school year. Through latent profile analysis, we identified that student perceptions of school climate could be classified into three distinct profiles, including positive, moderate, and negative climate. Using multinomial logistic regression, we then identified school and student characteristics that predicted student classification in the student profiles using the total sample and subsamples by race/ethnicity. Among the key results, we found that most of the school characteristics (e.g., percent of students receiving free or reduced lunch, schools with higher percentages of minoritized students) predicting classification in the negative and positive school climate profiles were different for White students compared to minoritized students. For example, Black students in primarily non-White schools were more likely to view school climate positively, whereas the opposite was the case for White students. We also found that Black and Other (e.g., multiracial) students were more likely to be classified in the negative school climate profile and less likely to be classified in the positive school climate profile compared to White students. In contrast, Latino/a/e students were more likely to be classified in the positive school climate profile and less likely to be classified in the negative school climate profile. Implications for research and practice are discussed. Impact and ImplicationsThis study demonstrates that high school student perceptions of school climate can be classified into three profiles (positive, moderate, and negative). Both school (e.g., school size) and student characteristics (e.g., race/ethnicity) were associated with classification in these profiles, but classification varied by student race/ethnicity. Study findings emphasize the importance for school leadership teams to collect and disaggregate school climate by student race/ethnicity to improve school climate for minoritized students.

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“…Yet, in general, teachers feel unprepared to engage in effective behavior support (Myers et al, 2020), although their knowledge improves when they receive training and coaching (Feuerborn et al, 2018; Massar et al, 2022). Furthermore, being able to implement SWPBIS with fidelity may improve student outcomes (Bastable et al, 2020) and improve overall school climate (Ellis et al, 2022). When teachers improve confidence in their ability to use a framework like SWPBIS, there is an enhancement in teacher ability to manage or support student behavior in a sustained manner (Chitiyo et al, 2019; Fox et al, 2022), and, when teachers perceive their school as having a positive climate, they are more likely to report a framework like SWPBIS to be feasible (Corbin et al, 2022).…”

Section: Swpbis and Students With Csnmentioning

confidence: 99%

Teachers’ Perspectives and Knowledge of Students With Complex Support Needs and Practices Associated With SWPBIS

et al. 2023

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In this study, we examined the extent to which educators believe students with complex support needs (CSN) participate in and benefit from practices associated with school-wide positive behavioral interventions and supports (SWPBIS). We conducted a survey of 622 teachers in the United States and analyzed responses according to the implementation or absence of SWPBIS at the respondent’s school. Our findings show (a) teachers working in SWPBIS schools have more knowledge of how to handle challenging behavior among students with CSN, (b) students with CSN who are taught in SWPBIS schools are more involved in SWPBIS-associated practices and the general education classroom, and (c) teachers believe students with CSN should be involved in SWPBIS-associated practices. Implications for practice and research are discussed.

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School Climate in Rural and Urban Schools and the Impact of SWPBIS

Cited by 6 publications

References 31 publications

The impact of school climate on academic burnout of Chinese students: the mediating effect of psychological capital

The impact of school climate on academic burnout of Chinese students: the mediating effect of psychological capital

Identifying profiles of school climate in high schools.

Teachers’ Perspectives and Knowledge of Students With Complex Support Needs and Practices Associated With SWPBIS

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