Research has demonstrated that school climate has a significant impact on several student outcomes. Positive school climate is associated with the development of positive self-concept in students, increased feelings of attachment and commitment to the school, and overall satisfaction with the school experience. This study described the school climate of four urban junior high schools, with specific attention to climate factors related to the affective development of students. The sample consisted of 506 Grade 9 students. Students' perceptions of their school's climate were measured with a standard climate questionnaire, the Effective School Battery. In addition, the principals of each school were interviewed in order to provide additional insight into the school's philosophy of education, school policies, and other aspects related to affective school climate. The data collected was used to determine if junior high schools exhibited school climates which addressed the affective needs of their students. The student responses indicated generally positive feelings about their schools. The fours schools rated high to average in the areas of Safety, Planning and Action, Clarity of Rules, Extra-curricular Program, and Student Influence. Areas in which the majority of schools rated below average or low included Respect for Students, and School Rewards. Interviews with principals revealed that affective development was considered to be an important component of junior high education. In addition, principals tended to support the findings from the student surveys. The findings illustrate that these schools have generally positive school climates as perceived by the students. Students feel comfortable and secure in the school environment, are aware of the rules guiding their behavior and tend to be involved in a variety of school activities. The areas which schools need to improve include increasing positive reinforcement and rewards for students, and ensuring that students feel they are treated with respect and dignity in their interactions with school personnel. / xi, 113 leaves ; 28 cm.

This study examined the perceptions and needs of junior high school students considering the question, What makes school a positive experience for 12 junior high school students? Previous research indicates that many students view school negatively (Bibby & Posterski, 1992). This conclusion is an alarming statement considering the significant number of years students spend in school. Using student written responses and interviews, this study explored the peceptions of junior high school students in relation to school. Qualitative research method was used as it allowed the researcher to collect and document rich data that helped to shed light on students' views of junior high school. Twelve students, 2 males and 2 females, from each of the three junior high grades (7,8, and 9) participated in the study. The students were asked to respond, in writing, to five prompts: 1) Junior high school is...2) What do you think can make junior high a positvie place to be? 3) What do you think can make junior high a negative place to be? 4) The best thing about my school is...5) The worst thing about my school is... . Those same students then met in grade level groups for an interview used to clarify and expand upon the themes that emerged in their written responses. The final data-gathering technique was for the students to reflect upon what the ideal school might look like. Overall, the results of this study indicate that students value relationships with both teachers and peers and wish to belong to the safe and student-centered community of school. The insights of junior high school students about their schooling experience will assist in the organization of programs designed to meet the needs of adolescents within an educational setting. / vii, 154 leaves ; 28 cm.