The impact of classroom climate on students' perception of social exclusion in secondary special education

Beld, M. H. M.; Heuvel, E.G. Van den; Helm, Peer van der; Kuiper, Chris; Swart, J.J.W. de; Roest, Jesse; Stams, Geert-Jan

doi:10.1016/j.childyouth.2019.05.041

Cited by 16 publications

(13 citation statements)

References 28 publications

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“…The students who perceived a more positive classroom social climate (closer relationships with classmates and teachers) preferred seeking help from teachers to cope with physical, verbal and relational peer victimization more than those who perceived a negative social classroom climate. A positive classroom climate has been previously related to reduce social exclusion [69] and is considered a protective factor for preventing student risk behavior and violence [70][71][72][73][74]. Our results confirmed the relevance of students' perception of their classrooms as a place characterized by high interactional quality between students and teacher-students in relation to their willingness to ask a teacher for help when faced with a peer victimization situation [75,76].…”

Section: Discussionsupporting

confidence: 83%

Coping Strategies against Peer Victimization: Differences According to Gender, Grade, Victimization Status and Perceived Classroom Social Climate

2021

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The Sustainable Development Goals (SDGs) include “Good Health and Well-being” (SDG3) and “Quality Education” (SDG4). Nevertheless, many students cannot achieve these goals if they suffer peer victimization at their schools, and intervention programs to reduce it are necessary. These programs should consider the possible differences in the coping strategies preferred by students according to some personal (e.g., gender, grade, victimization status) and contextual (e.g., perceived classroom social climate) factors to be more effective. Therefore, the objective of this study was to analyze the possible differences in the coping strategies preferred by students (ask a friend for help, ask a teacher for help, ask parents for help, not ask anyone for help, fighting back, avoid the aggressor and ask the aggressor why) to handle situations of relational, physical and verbal peer victimization according to their gender, school grade, victimization status and perceived classroom social climate. The sample comprised 479 students (52.2% boys, 47.8% girls) aged from 9 to 14 years (M = 11.21, SD = 1.52). The results showed that girls chose the strategies of asking friends or adults for help and asking the aggressor why more than boys, while boys chose the strategies of fighting back and not ask anyone for help more than girls. The coping strategy of asking a teacher for help was preferred more by students of lower school grades and by students with a positive perception of the classroom climate. Victimized students preferred the strategy of not asking anyone for help. These results may be useful for developing more effective intervention programs. These programs should aim to enhance the teacher–student relationship in upper school grades, help victimized students to inform about peer aggression situations and improve perceived classroom social climate.

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Section: Discussionsupporting

confidence: 83%

Coping Strategies against Peer Victimization: Differences According to Gender, Grade, Victimization Status and Perceived Classroom Social Climate

2021

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“…Es gibt Befunde dahingehend, dass die Qualität des Klassenklimas mit externalisierenden und internalisierenden Verhaltensproblemen in Verbindung steht. So kann ein positiv wahrgenommenes Klassenklima externalisierende Verhaltensprobleme reduzieren und die wahr genommene soziale Eingebundenheit unterstützen (Beld et al, 2019). Bilz (2013) fand in seiner Studie heraus, dass vor allem das individuelle Klassenklima und die Unterstützung durch die Mitschülerinnen und -schüler mit internalisierenden Verhaltensproblemen zusammenhängt.…”

Section: Lehrkraft-schülerinnen Und Schüler-beziehungunclassified

Zur Situation von Grundschülerinnen und Grundschülern mit sonderpädagogischem Förderbedarf im Bereich emotionale und soziale Entwicklung im inklusiven Unterricht

Blumenthal

2024

Zeitschrift für Pädagogische Psychologie

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Zusammenfassung. Die vorliegende Studie untersucht im Längsschnitt über zwei Testzeitpunkte, inwiefern sich inklusiv beschulte Grundschülerinnen und -schüler mit einem Förderbedarf emotionale und soziale Entwicklung (SPF esE) in Hinblick auf die Einschätzung des Klassenklimas, des Gefühl des Angenommenseins durch die Lehrkraft (aus Selbstsicht) und die soziale Partizipation (aus Selbst- und Peersicht) von den Peers ihrer Klasse ohne SPF esE unterscheiden. Die Erhebung fand an insgesamt 999 Kindern, darunter N = 66 mit SPF esE, zum Ende der dritten und vierten Klassenstufe mit ausgewählten Skalen des Fragebogens zur Erfassung der emotionalen und sozialen Schulerfahrungen (FEESS 3–4, Rauer & Schuck, 2003 ) sowie einer soziometrischen Nominierung statt. Neben den Analysen des Effekts des SPF esE wurden die Einflüsse der Ausprägungen einzelner internalisierender sowie externalisierender Problemskalen des Strengths and Difficulties Questionnaire (SDQ; Goodman, 2001 ) differenziert betrachtet. Zusammenfassend zeigt sich, dass der SPF esE einen signifikanten, negativen Einfluss auf alle untersuchten abhängigen Variablen, bei durchgängig hohen Effektstärken, hatte. Zwar konnten positive Entwicklungen für diese Kinder in Hinblick auf die selbst wahrgenommene soziale Integration und des Gefühls des Angenommenseins durch die Lehrkraft über die Zeit abgebildet werden, die Effektstärken fallen jedoch klein aus. Differenzierte Analysen verdeutlichen, dass sich bei höheren Ausprägungen externalisierender Verhaltensprobleme sowie höheren Ausprägungen von Peerproblemen (internalisierende Skala) die Einschätzung des Klassenklimas, der Akzeptanz durch die Peers und die Lehrkraft reduzierte sowie eine höhere Ablehnung durch die Peers bestand. Internalisierende Verhaltensprobleme im Sinne emotionaler Probleme hatten keinen bedeutsamen Einfluss auf die Ausprägung der hier untersuchten abhängigen Variablen. Vereinzelt waren signifikante Interaktionen der Problemskalen mit der Zeit festzuhalten (positiver Effekt von emotionalen Problemen auf den Ablehnungsstatus, positive Effekte von externalisierenden Verhaltensproblemen auf das Gefühl des Angenommenseins und auf den Wahlstatus), die Effektstärken waren jedoch gering.

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“…The sample size for the CPU teachers was small, limiting the interpretation and generalizability of the results about the influence of occupational stress. Future studies should also take into account the importance of teacher-class interactions [29] and the influence of classroom climate on behavioral problems [30].…”

Section: Discussionmentioning

confidence: 99%

One Year Follow Up Efficacy of the Coping Power Universal and Its Relations with Teachers’ Occupational Stress

Levantini

Ala

Bertacchi³

et al. 2021

Children

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The coping power universal (CPU) is an evidence-based universal prevention program delivered by teachers, and completely integrated into the school agenda. Previous studies have shown its positive effects, though little is known about its longer-term effects, and no previous study has explored whether teachers’ occupational stress could influence the CPU efficacy. The current study aimed to explore the 1 year follow up of the CPU on students’ externalizing and internalizing problems and prosocial behavior, and the influence of baseline levels of teachers’ stress in a sample of 316 3rd graders and their teachers (N = 32). Results showed that the CPU led to positive effects, not attainable with the standard curriculum. Additionally, improvements in prosocial behavior persisted even one year after the conclusion of the program. However, improvements in internalizing and externalizing problems were not maintained at the follow up, highlighting the need to understand the factors influencing the CPU efficacy. In this regard, our findings showed that high levels of teachers’ occupational stress predicted poorer improvements following the CPU, and an increase in students’ difficulties at the follow-up assessment. Addressing teachers’ stress as part of prevention programs for students could boost their efficacy and yield more lasting results.

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The impact of classroom climate on students' perception of social exclusion in secondary special education

Abstract: UvA-DARE (Digital Academic Repository) The impact of classroom climate on students' perception of social exclusion in secondary special education

Cited by 16 publications

References 28 publications

Coping Strategies against Peer Victimization: Differences According to Gender, Grade, Victimization Status and Perceived Classroom Social Climate

Coping Strategies against Peer Victimization: Differences According to Gender, Grade, Victimization Status and Perceived Classroom Social Climate

Zur Situation von Grundschülerinnen und Grundschülern mit sonderpädagogischem Förderbedarf im Bereich emotionale und soziale Entwicklung im inklusiven Unterricht

One Year Follow Up Efficacy of the Coping Power Universal and Its Relations with Teachers’ Occupational Stress

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