Den psykiska ohälsan i skolan är hög både bland lärare och elever. I arbetsmiljöarbete kan fokus antingen vara på att främja hälsa eller förebygga ohälsa. De organisatoriska och sociala arbetsmiljömålen syftar till att arbeta för hälsa. Hur skolor arbetar med föreskriften om organisatorisk och social arbetsmiljö är relativt obeforskat. Syftet med denna studie var att beskriva vilka handlingar i praktiken som genomförs utifrån skolors organisatoriska och sociala arbetsmiljömål samt hur rektorer tror att detta arbete kan främja skolklimatet för eleverna. Fem semistrukturerade intervjuer med rektorer på kommunala högstadieskolor har genomförts och analyserats med kvalitativ innehållsanalys. Skolorna arbetade aktivt med att uppnå målen, två explicit och tre skolor integrerade målen i verksamhetens kontinuerliga arbete och måluppfyllelse. Handlingar som skolorna genomförde var nya sätt att organisera, nya professioner som heltidsmentorer för att avlasta lärare, brobyggande inom och mellan professioner, tid för reflektion samt Vi-skola utifrån ”vi-känsla” för att främja god stämning och trivsel. Rektorernas tankar kring arbetsmiljöarbetets kopplingar till elevernas skolklimat var att eleverna gynnas av en varm stämning på skolan, tryggheten och goda relationer i skolan ökar, lugn och ro på lektioner och raster minskar stressen hos eleverna samt minskat våld, skolk och kränkningar. Studien visade ett organisatoriskt och socialt arbetsmiljöarbete som fungerade i praktiken och främjade lärarnas arbetsförhållanden. Dessutom främjade arbetsmiljöarbetet skolklimatet för eleverna. / This purpose of this study is to explore the types of practical interventions that are carried out in schools based on their organizational and social work environment goals, and how principals believe that this work can promote the school climate for students. In endeavoring to answer these questions, five semi-structured interviews were conducted with principals at municipal lower secondary schools and were then analyzed with qualitative content analysis. The results of the research demonstrated that schools implemented new ways of organizing, new professions as full-time mentors to relieve teachers, build relationships within and between professions, allow time for reflection and “We-school” based on a "we-feeling" to promote an inclusive atmosphere and general well-being. The principals considered the work environment connection to the students' school climate as beneficial by advancing a warm atmosphere at school, a sense of security and good relationships, peace and quiet during lessons and breaks reduce stress for the students and reduce violence, truancy and violations. The study showed an organizational and social work environment that functioned in practice and promoted the teachers' working conditions and also the student’s school climate.

[pt] presente tese intitulada Gestores escolares e sistemas de administração e avaliação em Minas Gerais: uma proposta de modelo de análise do uso de dados buscou compreender as diferentes articulações entre os fatores organizacionais e os atores educacionais perante o processo de uso pedagógico dos dados na gestão das escolas. Para tanto, inicialmente, realizamos uma revisão bibliográfica na qual mapeamos sete fatores que influenciam no processo de uso pedagógico dos dados, a saber: o contexto organizacional, os sistemas de gestão, o suporte e acesso à tecnologia, a formação para uso dos dados educacionais, a racionalidade do diretor, o clima escolar e a liderança do diretor. Diante disso, em cada um dos capítulos desta tese discutimos teoricamente cada um desses fatores conjugados com os dados empíricos dos estudos de caso realizados em duas escolas estaduais de Minas Gerais sob a jurisdição da Superintendência Regional de Ensino de Juiz de Fora (MG). Após os processos de análise desenvolvidos durante a pesquisa e a partir da experiência da pesquisadora nas escolas, apresentamos no capítulo final da tese um novo fator a ser agregado como um potencial influenciador no uso de dados para fins pedagógicos na escola: a confiança nos dados. Isso porque o fato de os gestores educacionais confiarem ou não nos dados provenientes dos sistemas de administração e avaliação faz com que os dados educacionais sejam ou não utilizados pedagogicamente na escola. Como resultado final desta tese apresentamos uma proposta de modelo de análise do uso de dados. / [en] The present thesis entitled School managers and administration and evaluation systems in Minas Gerais: a proposal for a model of analysis of data use sought to understand the different articulations between organizational factors and educational actors before the process of pedagogical data use in the management of data. schools. To this end, initially, we performed a bibliographic review in which we mapped seven factors that influence the process of pedagogical use of data, namely: the organizational context, management systems, support and access to technology, training for the use of educational data , the director s rationality, the school climate and the director s leadership. Therefore, in each of the chapters of this thesis we theoretically discuss each of these factors combined with the empirical data of the case studies carried out in two state schools in Minas Gerais under the jurisdiction of the Regional Teaching Superintendence of Juiz de Fora (MG). After the analysis processes developed during the research and from the experience of the researcher in schools, we present in the final chapter of the thesis a new factor to be added as a potential influencer in the use of data for pedagogical purposes in the school: trust in the data. This is because the fact that the educational managers trust or not the data of the administration and evaluation systems makes the educational data to be used pedagogically in the school. As a final result of this thesis, we present a proposal for a model of analysis of the use of data.

Abstract Adverse Childhood Experiences and Trauma-Informed Schools: Restorative Practices for Social and Emotional Behavior Issues in Education by Heather Easterling The purpose of this study was to determine whether factors in school climate and culture and the educator's role in evaluating adverse childhood experiences (ACEs), trauma-informed situations, and disruptive classroom behaviors, enable a school to generate interventions needed to help students succeed. This qualitative study evaluated the ACEs and the relationships traumatic incidents had on disruptive classroom behaviors that teachers experienced with students. Although there is emerging research regarding ACEs and trauma-informed schools, there are multiple factors that facilitate the relationship between ACEs and disruptive classroom experiences. Data collection strategies included the use of interview procedures and document review. This evidence was gathered from teachers who provided their experiences with disruptive classroom behaviors and their experiences with behavior intervention programs such as RTI2B (Response to Instruction and Intervention for Behavior) and trauma-informed practices. Analysis of data occurred in three phases: (a) categorization based on emergent themes from the interviews, (b) constructing the explanation in narrative form, and (c) re-examination of the collected data concerning discipline referrals, school climate surveys, and attendance surveys. This research study provided insight into experiences teachers had with disruptive classroom behaviors. The experiences showed implementation of trauma-informed practices, a positive behavior program, and the need for a support system for teachers to be able to better reach students who have experienced ACEs that are related to disruptive classroom behaviors. The results revealed that there were direct factors that determined that the relationship between ACEs and trauma were consistent with disruptive classroom behaviors.

This dissertation in practice focuses on a review of literature to answer the guiding question, what can teachers and other educational stakeholders do to help address their sources of dissatisfaction in order to build a positive school climate? The author used a modified frame analysis from Bolman and Deal, other published literature, and personal experience to identify seven different, but sometimes related, domains that affect teachers and school climate. These seven domains include operations/management, contract application, professional development, classroom management, interpersonal, financial, and unanticipated events. The modified frame analysis was used to help empower teachers to solve problems that affect their performance and motivation, to prevent burnout, attrition, as well as help build and maintain a positive school climate. This dissertation promotes the notion that school climate is composed of and constructed from these seven domains as constituent parts that combine to create the school climate. The author-created tool, Tools for Teachers to Address Domains of Dissatisfaction, enables teachers to quickly reference potential solutions to problems faced. The tool is a prototype, created based on professional literature sources focusing on research-based strategies to identify problems and methods a teacher can use to solve a problem, thus preventing a negative school environment for the students, staff as well as other stakeholders. The domains of dissatisfaction were tested against real-life issues submitted to a Faculty Advisory Committee in order to provide veracity and justification of the domains.

Trauma-informed care is a relatively new construct in K-12 education, and districts across the United States are seeking avenues to meet the needs of their students. The COVID-19 pandemic elevated the need for districts to develop appropriate supports to address student and adult trauma. Traumatic events can affect a child’s mental, physical, social-emotional, and/or spiritual well-being (Substance Abuse and Mental Health Service Administration, 2011). Furthermore, children with an elevated risk of trauma may not be able to access these supports outside of the school setting (Baweja et al., 2015). Therefore, educational systems need to develop trauma-informed care models for schools that furnish a sense of safety and community so that students receive the necessary support. This evaluation aimed to identify how the moderating factors of district administrators, site administrators, climate and culture, and teacher capacity affect trauma-informed care via a multi-tiered system of support (MTSS) framework. It included a specific focus on Tier 1, universal access, to improve timely support for students. This formative program evaluation explored the impact of the moderating factors through the viewpoint of a newly created conceptual framework. I used qualitative and quantitative data sources to explore the multiple aspects of the phenomenon. The ARTIC-45 provided descriptive statistics about educators’ attitudes toward trauma-informed care. The observational data and analysis of the Panorama Education social-emotional learning (SEL) survey that assessed 3rd-12th students social-emotional well-being provided character to the evaluation. The data analysis yielded inconsistent results. The observational data strongly indicated a trauma-informed environment in which students were given clear expectations and engaged in positive reciprocal interactions with peers and adults. The ARTIC-45 data showed that administrators, teachers, and support staff responded favorably to trauma-informed care approaches. Though statistical significance could not be obtained due to the sample size constraint of being too small, the data provided context to the other data sources. For example, teacher capacity could not be quantified, but the data provided context to the overall staff capacity. The review of the archival and current SEL survey data showed that favorability among domains varied by site and grade level. The variations in students' social-emotional favorability can be related to their lived experiences and it is important to track over time to monitor how experiences, expressions, and feelings change over time. Students' perspectives regarding themselves and their environment differed from the observational data. This indicates that educators should not solely rely on observational data to determine students’ social-emotional well-being. Furthermore, an SEL survey can be used as a tool to understand students’ well-being and thus provide them with timely support. The evaluation determined that district administration, site administration, climate and culture and staff capacity can positively impact a multi-tiered, trauma-informed care environment. In these settings, student behavior and social-emotional well-being is viewed in a healing-centered manner. Districts can create a multi-tiered, trauma-sensitive culture and provide support to enhance teachers’ capacity to implement trauma-informed care, take advantage of administrative influence, develop community partnerships, and create a culture that is open to systematic change.

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