Student-Reported Classroom Climate Pre and Post Teacher Training in Restorative Practices

Abstract

Restorative practices (RP) offer a means to establish positive and caring relationships and could thus foster the mental and scholastic development of students by improving classroom climate. This could benefit both students with and without special educational needs and disabilities (SEND), yet to date no studies evaluated these practices in inclusive educational settings. Here we report the findings of two consecutive studies: a pilot single-group pre-post (Study 1) and a non-randomised controlled study of RP training vs no-intervention control condition (Study 2). Across both studies, 531 students (46.5% female) with a mean age of 11.43 years (SD = 1.27) enrolled in the study at pre-test, of which 13.9% had a confirmed diagnosis of SEND and a further 5.7% were considered by teachers to likely have SEND. School and classroom climate, as well as victimisation experiences, emotional well-being and social inclusion of students were assessed using self-report questionnaires. Easy enrolment of schools and students at pre-test indicated that studies investigating the effects of RP training could be feasible. However, in part due to COVID-19 related school closures, student attrition rates of 90 and 77% were observed, for Study 1 and Study 2 respectively. In spite of observed improvements in classroom climate for the intervention group in Study 2, statistical analyses yielded no significant effects of the intervention and there were no moderation effects of students’ perceived inclusion and victimisation experiences. Together, these studies provide the first quantitative student data on implementing RP in an inclusive educational setting. We discuss our findings in light of the need for ideas on how to reduce attrition and also consider longer school-wide and single-class implementations of RP.

Reviewing the role of positive classroom climate in improving English as a foreign language students’ social interactions in the online classroom

“…A classroom climate has been viewed as a collective and subjective perception of the class, its features, actors (those involved), and their social interactions (Weber et al, 2021). In other words, classroom climate pertains to the positive or negative teacher's and learners' predominant moods and attitudes toward a classroom.…”

“…Teacher self-disclosure has been revealed to have different positive effects on L2 classroom learning and creating a friendly and open atmosphere in class to increase language learners' social interactions, engagement in discussions, enthusiasm for L2 learning, and class participation (Cayanus and Martin, 2004;Henry and Thorsen, 2021;Cui, 2022). Furthermore, teacher self-disclosure has been proven effective in paving the way for establishing a positive and supportive classroom climate to increase teacher-learner rapport and enhance students' affective and emotional health (Grewe, 2017;Weber et al, 2021). Another integral component of a positive classroom climate especially for language learning, as derived from the literature, is the immediacy between the teacher and students (Gedamu and Siyawik, 2015).…”

A Theoretical Review on the Role of English as a Foreign Language Teachers’ Self-Disclosure in Shaping Classroom Climate and Immediacy

“…It is a reflection of stakeholders' opinions of their academic experience (Reid and Radhakrishnan, 2003). Moreover, it has been considered as a subjective and collective perception of a class, its features, members, and their interactions (Weber et al, 2021). To put it simply, classroom climate pertains to teachers' and students' prevailing mood and attitudes toward a classroom which can be positive or negative.…”

“…The construct of TSD has been identified to produce numerous positive academic outcomes in L2 contexts from enhancing learners' engagement, interest, and participation to teachers' effectiveness and classroom rapport (Cayanus and Martin, 2016;Henry and Thorsen, 2021;Cui, 2022). Moreover, TSD facilitates the ground for the establishment of a constructive classroom climate as a significant factor in students' psychological and educational growth (Grewe, 2017;Weber et al, 2021). Classroom climate is a dynamic and collective construct that is created by both individual and social perceptions of a classroom as a learning milieu (Eder, 2002;Wang and Degol, 2016).…”

“…It has emanated from social psychology that perceives the classroom as a psychosocial and physical atmosphere for learning and teaching (Gedamu and Siyawik, 2015). Given its overarching essence, classroom climate can entail different classroom aspects including teachers' and students' characteristics, behaviors, and their interactions (Deng, 1992;Weber et al, 2021). Therefore, it can influence both parties' academic performance and wellbeing in L2 contexts (Cohen et al, 2009;Eder, 2018).…”