School climate has been established as an important construct to measure because of its connections to student psychological, social, and academic outcomes. Existing research has examined school climate in relation to individual (i.e., race and gender) and school level (i.e., teacher characteristics or school size) variables. The current paper presents a cultural-ecological model for research on school climate. The cultural-ecological model of school climate supports future research incorporating a broadened view of culture, extending beyond race and ethnicity, and a more comprehensive examination of ecological contexts such as the family and community in understanding student perceptions of school climate. Within this model, individual, family, school, and community variables that may influence student perceptions of school climate are described and a research agenda is presented for utilizing the cultural-ecological model of school climate in future school climate research and for developing, implementing and evaluating strategies designed to enhance school climate and school performance based on prevention and intervention. The current study examined the relationship between cultural and ecological variables at the individual, school, and community levels and student perceptions of school climate. A multi-level (HLM) model examining the relationships between individual, cultural, and ecological variables and school climate was evaluated. Results of the current study indicated that for the relationship between student and school characteristics and school climate remain relatively consistent for both groups. Specifically, both individual and school variables influenced student perceptions of school climate. However, this data also confirms the need to further examine additional cultural and ecological variables in order to increase our understanding of how such variables are related to perceptions of climate.

Educators have a responsibility to foster a positive school climate while also ensuring that all students meet established educational benchmarks and make adequate growth. The relationship between school climate and student achievement is well-documented, but there is a gap in the literature examining the relationships among school climate, academic growth, and benchmark achievement. Accordingly, the purpose of this study was to investigate relationships among school climate, academic growth, and benchmark achievement at the elementary school level in Virginia. A nonexperimental, correlational design was used to address this research question: What are the relationships, if any, among school climate, academic growth, and benchmark achievement among fourth grade students in three school divisions in Virginia for the 2022-2023 school year? Existing data sets from 73 schools within 3 school divisions in Virginia were used: (a) the 2023 Virginia Survey of School Climate and Working Conditions, (b) fourth graders' Fall 2022 to Spring 2023 growth in reading and mathematics on the Northwest Evaluation Association Measures of Academic Progress assessment, and (c) fourth graders' mean performance on the 2023 Virginia Standards of Learning assessments in reading and mathematics. A correlational analysis was conducted to examine the relationships among these variables. Results were analyzed, and there were 12 findings. The most significant finding was a stronger positive relationship between school climate and benchmark achievement in reading and mathematics than between school climate and academic growth in either subject. This study contributes to the body of research on school climate and benchmark achievement by addressing relationships among school climate, academic growth, and benchmark achievement. / Doctor of Education / Educators have a responsibility to foster a positive school climate while also ensuring that all students meet established educational benchmarks and make adequate growth. The relationship between school climate and student achievement is well-documented, but there is a gap in the literature examining the relationships among school climate, academic growth, and benchmark achievement. Accordingly, the purpose of this study was to investigate relationships among school climate, academic growth, and benchmark achievement at the elementary school level in Virginia. A nonexperimental, correlational design was used to address this research question: What are the relationships, if any, among school climate, academic growth, and benchmark achievement among fourth grade students in three school divisions in Virginia for the 2022-2023 school year? Existing data sets from 73 schools within 3 school divisions in Virginia were used: (a) the 2023 Virginia Survey of School Climate and Working Conditions, (b) fourth graders' Fall 2022 to Spring 2023 growth in reading and mathematics on the Northwest Evaluation Association Measures of Academic Progress assessment, and (c) fourth graders' mean performance on the 2023 Virginia Standards of Learning assessments in reading and mathematics. A correlational analysis was conducted to examine the relationships among these variables. Results were analyzed, and there were 12 findings. The most significant finding was a stronger positive relationship between school climate and benchmark achievement in reading and mathematics than between school climate and academic growth in either subject.

The purpose of this case study was to determine to what degree the Vision Project’s implementation impacted school climate and student achievement in high implementation districts. Specifically, this study examined what principals do that impacts or determines the climate of a school, in an effort to establish action steps for school principals to follow to create a positive school climate. The purpose was to describe and interpret the actions of principals from their own view and the perspective of those around them. This research looked at two schools in two different school districts to determine principal and teacher perceptions in regards to what a leader does to develop and maintain a positive school climate. That is, how is a positive learning environment created where teachers feel confident in their work? A general inductive approach was chosen to focus on the realities of the participants within the school districts in order to understand their perceptions of what the principal does to impact the climate in a school. An instrumental study design allowed for an in-depth look at the Vision Project’s overall impact on a school implementing the recommendations with fidelity with a specific focus on school culture, school climate, and the role of the principal.

This research paper forms the first half of this thesis exploring how the introduction of Secondary SEAL (SSEAL) has impacted on pupils’ emotional literacy and resiliency levels (as measured by the NfER Emotional Literacy Questionnaire and the Resiliency Scales For Children and Adolescents – A profile of personal strengths (RSCA) Questionnaire). The aim of Paper 1 is to explore whether the SSEAL programme is associated with relevant pupil skills, to show resilience with a difficult situation; be more in tune with their emotions and the emotions of those around them. The research questions for paper 1 were: Question 1: What are the associations between the introduction of SSEAL into a secondary school and Year 8 pupils' emotional literacy levels? Question 2: What are the associations between the introduction of SSEAL into a secondary school and Year 8 pupils' resilience levels? Question 3: How has the introduction of SEAL had an impact on pupils’ emotional literacy and resiliency levels since the introduction of SEAL into the school? Question 4: To what extent are there any gender differences from students’ responses on the emotional literacy and resiliency questionnaires? This paper adopted a pragmatic epistemological stance and used a mixed methods design, where quantitative data was gathered from teachers and Year 8 pupils using both the NfER Emotional Literacy Questionnaire and the Resiliency Scales for Children and Adolescents: A Profile of Personal Strengths Questionnaire. The quantitative data was triangulated with the semi-­‐structured interviews from Paper 2 to inform the results of research question 3. The sample was derived from three secondary schools in the East Midlands. There were 64 pupils (31 males and 33 females) and three form tutors who completed the questionnaires. The qualitative data was gained from 6 teachers from the three secondary schools in the East Midlands using a semi-­‐structured interview. The results gained from paper 1 found that there was not a significant result for pupils’ emotional literacy scores between 2009 and 2010 for schools X, Y and Z. There was a significant ANOVA result for the teacher’s version of the emotional literacy questionnaire. The results gained from the resiliency scores showed that School Y had a significant result for pupils’ resourcefulness scores and School Z had a significant result for pupils’ vulnerability scores. The ANOVA results showed that there was a significant result for both resourcefulness and vulnerability from the results gained in 2011. The correlational data for school X, Y and Z found an association between pupils’ emotional literacy and resilience scores. The data indicated that males scored lower on the emotional literacy and resiliency questionnaires to females. A significant result was found for male scores on the Vulnerability questionnaire between 2010-­‐2011 and there was a significant difference between males and females on the vulnerability questionnaire. In conclusion, it can be suggested that SEAL had not significantly had an impact on pupils’ emotional literacy, but had impacted on pupils’ resilience scores. Moreover, the qualitative data indicated that SEAL has made pupils more aware of their social and emotional needs and the emotional needs of others. Moreover, the results indicate that staff had become more aware of the social and emotional needs of their pupils. However, it can be concluded that the introduction of SEAL has not necessarily increased pupils’ emotional literacy or resilience and other factors including, the Key Stage Three curriculum and the pastoral system has had an impact on these. From these results, the role of the EP could be to support schools in applying appropriate social and emotional assessment tools and interventions and support staff to recognise a pupil with high/low emotional literacy and resilience and the most appropriate way to support these. The aim of Paper 2 was to focus on the processes involved within a secondary school when introducing SEAL and whether SEAL had an impact on school climate as perceived by school staff. The research questions for this study were: Question 1: How has SEAL been implemented into the school’s curriculum and pastoral system? Question 2: What are staff perceptions of school climate since the introduction of SEAL? Question 3: What are the most effective sources of analysis to explore how effectively SEAL has been introduced into a secondary school (including OFSTED reports, Questionnaires and semi-­‐structured interviews) and its impact on school climate? A pragmatic epistemological approach was adopted for this research study where a mixed design was implemented. Semi-­‐structured interviews were carried out with six teachers, (two members of staff from the three secondary schools). A school climate questionnaire (OCDQ-­‐RM) was administered to 42 teaching staff. The results from both the semi-­‐structured interviews and the OCDQ-­‐RM questionnaire were triangulated. A thematic analysis was completed on the semi-­‐structured interviews adopting Braun & Clarke’s (2003) model. The results indicate that the three schools implemented SEAL into their curriculum quite differently. School X implemented SEAL into all subjects using their curriculum competencies; School Y introduced SEAL into their creative arts curriculum and School Z introduced it into their Humanities and English curriculum. Each school introduced SEAL into their pastoral system in different ways – School X had an activity week, which involved the local community and completed CASE during tutor times and had SEAL-­‐type themes in assemblies. School Y explicitly taught two of the SEAL units per term through the PSHE curriculum, and during tutor time and as part of the assemblies the students engaged in ‘Thought of the week’. Students were involved in an activity day about ‘Being Healthy’. The school had training staff to use Circle of Friends with students. School Z used SEAL type themes as part of their Global-­‐Eye and Thinking Through Schools Programme, which were delivered during assemblies and in tutor time. The school had also trained Teaching Assistants to use the Circle of Friends programme with pupils. The results gained from the OCDQ-­‐RM indicate that school Z had a closed climate, school X had an engaged climate and school Y had an open climate. The conclusions from this study suggest that SEAL had not improved school climate (as perceived by school staff) although it had made staff more aware of what school climate is and had improved relationships between students and staff. Finally, the role of the educational psychologist is important when supporting a school when implementing a whole school social and emotional learning programme and when staff perceive the school climate as being Closed or Disengaged.

High prevalence rates and negative outcomes of peer-based aggression and victimization during early adolescence underscore the need to identify causes and consequences of these outcomes. Limited research has examined the impact of environmental and contextual factors, such as school climate, on peer aggression and victimization. Few studies have addressed relations between school climate and specific subtypes of physical and relational aggression and victimization. Although school climate has been assessed via interpersonal subsystems (i.e., student-student and student-teacher relationships), little research has incorporated the role of student awareness and reporting of violence and safety concerns. Further, studies are needed that consider the bi-directional relations between school climate and peer aggression and victimization over time. To address these limitations, the current longitudinal study examined associations between school climate (i.e., student-student and student-teacher relationships and awareness/reporting) and peer aggression and victimization over six months among a sample of 265 middle school students.

Diploma thesis follows stress factors impact on a child at primary school, on his health and mental conditions and then the implication of the learning process and integrating the child into a children's collective. The theoretical part contains information dealing with forms of stress in general, potential stressors for the child, the consequences of stress on the human organism. The practical part investigates the experiences with stress factors of pupils that are somehow connected with their school life. As a result of the diploma thesis is to share basic advices for teachers on how to prevent stress at school and their pupils and how to work with the stressed child. key words: stress of children, education, school climate

Several Christian schools are becoming insolvent due to competition from larger private and charter schools. The purpose of this explanatory sequential mixed methods study was to determine teacher and administrators’ perception of school climate in the dimension of “Professional Relationships” in two accredited secondary Christian schools in South Florida, identify factors that contribute to healthy interpersonal relationships between the two groups, and determine how each group’s Christian faith influenced their actions. This study was unique because it included the administrators. The Organizational Climate Descriptive Questionnaire Revised for Secondary Schools (OCDQ-RS) survey was administered and results indicated that the participants’ perception of school climate was strongly influenced by their interpersonal relationships with their leaders, and positive interactions with one leader balanced out negative interactions with another leader. The survey results determined that School B’s participants scored above average in all five behaviors, and in “Teacher Engaged Behavior” their high score was an outlier, but the qualitative strand proved the score was appropriate. A t-test proved there was a significant statistical difference between the two research sites. Both schools scored above average in their openness scores, supporting the literature that Christian schools tend to have healthier school climates than public schools. An intrinsic case study was used for the qualitative strand, and the results indicated that teachers appreciate “Intentional Compassionate Leaders” who demonstrate healthy communication skills and compassion, and administrators appreciate “Professional Teachers” who demonstrate healthy communication skills and reciprocal compliance. Teachers appreciate administrators who demonstrate humility, Christian leadership, collaboration, accessibility, and visibility. These findings are significant for all educators because they identify concrete actions that teachers and administrators can take to improve their professional relationships. Christian school leaders could consider conducting a school climate study with a qualitative strand and following the Christian Transformational Leadership style, which encourages leaders to develop professional relationships with teachers, provide teachers with growth opportunities, develop a shared vision with their staff, and incorporates the three R’s, which stand for Christian school leaders who are “responsible” to secure “resources” and implement “reform” to keep their school in business. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection

While there was a wealth of research and documentation on meeting student learning needs in mainstream national schools, the world of international schooling appeared to have remained relatively untouched by the march towards inclusion. The motivation for this inquiry was to examine efforts to develop inclusive educational provision in the elementary department of an international school. This small-scale study gave the researcher access to an international elementary school that was considered successful in responding flexibly to the needs of all learners. As there had been little research in the area of inclusion and international schooling the theory for this study was generated from the data and from a comparison with the findings of research on inclusion in national education systems. The research aimed to identify the climate and conditions present in the primary school at the time of the research by considering how it had removed barriers to learning for three students in different levels of learning support. A qualitative approach sought to use the data to understand the context and an ‘emergent’ design combining grounded theory and a case study approach was used. A central principle of constructivist grounded theory is that of giving voice to research participants and this study incorporated the voices, views and experiences of the students alongside their parents, educators and the specialists who worked with them. Data was collected from interviews and multidisciplinary child study meetings. Interviews were carried out with the senior leadership team, the students, their parents and educators. Classroom observations were carried out to supplement interview data for the student in intensive levels of support and further data was collected from school documentation written for parents. The findings indicated that the school climate was characterised by a strong focus on learning, access and solution seeking and the conditions found to support this climate were space and resources. Space was considered in terms of the use of space and the time required to facilitate both collaboration within the wider school community and collaborative teaching practices. Resources considered at the level of school organisation included personnel, therapies, policies and procedures, and the school curriculum. The overall findings from this study indicate that inclusion in this context was a process bound up in a proactive, dynamic, continuous cycle where a focus on solution seeking, learning and access drove the cycle. Based on the findings from this small-scale study it is recommended that international schools locate inclusion in the arena of whole school development where learning, access and solution seeking drives the school development cycle. It is recognised that the emerging theory could not be divorced from the interpretations of the researcher and additional research by a diverse range of researchers, in diverse international school contexts is needed. To better inform international school leaders it is hoped that these results will become part of a larger body of research that better reflects the range of international school contexts.

The intent of this research is to determine the impact of a peer mentoring/tutoring program on parent perceptions of school climate and connectedness and standardized test scores, report card grades and attendance of at risk elementary students. Peer mentoring has been found to be effective in addressing some of the concerns regarding at risk student performance in the school environment and eventual school outcomes. This study uses quantitative methods to determine the effect of this intervention on this population. A school climate/connectedness survey completed by parents of the students participants in a Cross Age Peer Mentoring Program (CAPM Program) and standardized test scores, report card grades and attendance patterns were examined prior to and following student participation in the program. Subjects included 32 elementary students with n=10 for first grade, n=6 for second, n=8 for fourth and n=8 for fifth. The students were cross age paired, primary with intermediate to participate in a mentoring program. Parents of participating students were asked to complete the Comprehensive School Climate Inventory prior to and following their child's participation in the program to determine if perceptions of school climate and connectedness changed as a result of their child's participation in the program. Analysis of the survey result, pre and post participation was accomplished using dependent sample t-tests to discern differences in the mean scores for the survey factors, including Safety, Teaching and Learning, Relationships and Institutional Environment and the Unified Scale. Teaching and Learning items were combined to obtain a Climate score and Interpersonal Relationships and Institutional Environment provided a Connectedness measure Climate and Connectedness. The null hypothesis was rejected, with results of the dependent t-tests showing significant differences in all but the Safety and Institutional Environment factors. <br>Attendance variables were found to be significant for all participants, mentees and a group identified as at risk for attendance. Academic variable for mentors included standardized test results and grade percentages, pre and post for both. Analysis of these scores and grade outcomes provided mixed results, with significant differences noted in standardized test scores, but no difference in the means of grade percentages. / School of Education / Interdisciplinary Doctoral Program for Education Leaders (IDPEL) / EdD / Dissertation

School social workers are currently in a unique position to support and lead schools through the change process initiated by districts' adoption of a Response to Intervention model. This dissertation describes an exploratory study to develop and pilot-test a self-administered survey for use by school social workers for the purpose of assessing the effectiveness of school social work practice. The survey was developed using DeVellis' 8-step process for survey design. The survey consisted of four subscales theorized to measure school social worker effectiveness as determined by a review of current literature in the field: Response to Intervention, Evidence-Based Practice, School Climate, and Roles and Leadership. The survey was pilot tested with 105 school social workers in Hillsborough County, Florida. Reliability and validity of the instrument was assessed through SPSS using Cronbach's alpha and exploratory factor analysis. Once adjusted for negatively-worded items and dropping items that failed to load, four factors emerged explaining almost 44% of total variance. Cronbach's alpha analysis of the final scale length of 27 items resulted in values of .815 for the Evidence-Based Practice subscale, .792 for the Response to Intervention subscale, .676 for the School Climate subscale, and .726 for the Roles and Leadership subscale. These values indicate that the final instrument has good internal consistency reliability. An additional item was rewritten for clarity and included in the 28-item version of the survey suggested for use in future research. Analysis of the collected data indicated that the survey demonstrates both validity and reliability, making it a useful tool for school-based social workers; suggestions for further development of the survey and future directions for research are discussed. The Professional School Social Work Survey can serve as a means of both self-assessment and planning for professional development.