In educational research, the concept of school climate has been linked to quality teaching, teacher-pupil relations, and explicit values education, among others. In Sweden, despite showing positive teacher-pupil relations, critiques towards classroom management and a lack of teacher authority, which affect its school climate, have been made. This research aims to compare different teacher-pupil authority relations and their influence on the transmission of the hidden curriculum in Sweden. The study is going to be framed within the perspectives, definition, and current research on the hidden curriculum transmission and Wrong’s types of authority applied to classroom contexts. Non-participatory observations were conducted in a municipal school, an independent school, and an international school located in Sweden to collect data for this research. These observations take place within two Grade 9 classrooms of grundskola, and a Grade 3 classroom of gymnasieskolan. Maribel Blasco’s operationalisation of the hidden curriculum is adapted to classroom contexts to conduct the observations. Findings were described and compared considering the author’s ontology and epistemology, the operationalisation of the hidden curriculum, and the theoretical framework that guided this research. The findings of this research relate to the implicit transmission of values through authority responses, the teacher’s classroom management strategies and teaching style, their consistency and coherence in the application of classroom rules, and the implicit transmission of messages through pedagogical strategies. The researcher outlines the implications that this study has for teacher training programmes in Sweden. The direction of further research is also delimited.

No description available.

No description available.

No description available.

No description available.

No description available.

No description available.

No description available.

No description available.

School climate is a construct frequently explored in educational research (Lee, Cornell, Gregory, & Fan, 2011; Wang & Degol, 2016) and is associated positive several outcomes including with improved student-teacher relationships (Croninger & Lee, 2001) and reduced school dropout risk (Jia, Konold, & Cornell, 2016). Unfortunately, emerging research indicates that racial differences in schools’ penal practices may be negatively coupled with Black students’ experience of a supportive school climate (Bottiani, Bradshaw, & Mendelson, 2017). Black students are disproportionately subjected to exclusionary disciplinary practices (e.g., suspensions and expulsions) in the learning environment (Fenning & Rose, 2007) and Black girls disproportionally encounter more adverse disciplinary outcomes in their educational setting (National Black Women’s Justice Institute, 2018) relative to their White peers (Blake, Butler, Lewis, & Darensbourg, 2011; Crenshaw, Ocen, & Nanda, 2015; Epstein, Blake, & González, 2017; Hines-Datiri & Carter Andrews, 2017). Persistent use of punitive practices may hinder Black girls’ racial identity, academic, and social-emotional development in the classroom (Chavous, Rivas-Drake, Smalls, Griffin, & Cogburn, 2008; Leath, Mathews, Harrison, & Chavous, 2019) and consequently detrimentally impact their school climate. Researchers have called for evidence-based and culturally relevant interventions that promote positive academic outcomes for Black girls (Jones et al., 2018). However, evidence-based interventions are dependent on the use of empirically supported assessments with diverse student groups (Pendergast et al., 2017). Evidence-based assessments are necessary to identify students’ needs in the educational setting and provide baseline data that allow for the evaluation of intervention effectiveness. Moreover, school climate assessments for Black girls may facilitate the development of evidence-based interventions for Black girls - who are disproportionally disciplined and may be at risk of experiencing a negative school climate. This study investigated the structural validity and reliability of scores from a school climate measurement tool. The study examined measurement invariance of the Student Connection Survey, with a specific focus on Black girls’ scores. Results indicated the Student Connection Survey is represented by five-latent factors and is equivalent between Black and White middle school girls. Implications, strengths, limitations, and future research directions are discussed. / School Psychology