School Climate

School Climate

by Oran Tkatchov, M.Ed. and Shelly Pollnow, M.Ed.

School improvement is an on-going goal that affects every school in the nation, no matter what label or status applies.  One way to ensure that learning and improvement efforts will continue is by creating a healthy school climate in your building.  Research shows a direct link between a school’s ability to improve and the presence of an optimistic, nurturing climate (Macneil and Maclin, 2005).  When students find a meaningful role in their school, they are less likely to engage in disruptive behavior than students who feel out-of-place and deprived of individualized involvement (Stephens, 1995).  The National Longitudinal Study of Adolescent Health, a study of 90,000 middle and high school students, found that students who have strong and quality relationships with teachers are more likely to have heightened academic achievement, as well as better behavior and attitude. Similar studies have found similar results. (Verdugo & Schneider,1999; Gottfredson, 2002).

Teachers can help keep students interested in school by providing a challenging and engaging curriculum.  Students are most motivated to learn, and display the sense of success and achievement when they are able to succeed at tasks that they find interesting and widen their capacities.  Engaged students also tend to have better school attendance and lower drop-out rates. (Finn, 1989, 1992; Lee & Smith, 1999; Sergiovanni, 2001; Shouse, 1996).

After providing an engaging curriculum, there are other steps teachers can take to improve the culture in their school and classroom:

·        Reply to students in a caring and supporting manner. In the beginning of the year, create rules regarding behavior and homework, and consistently implement these rules.

·        You are a role-model.  Model the behavior you expect from your students, and consider this as important as the teaching of academic standards.

·        Rewards for good behavior and sanctions for unacceptable behavior.

·        Participate in the development of a school safety plan, discipline code, and/or mission statement for your school.

·        Take time to explain instructions to students.  Make sure they understand what it is you are expecting them to complete.

·        Coordinate with other teachers.   Talk to other teachers in your building about what they are assigning as work, so students aren’t overwhelmed.

·        Give specific feedback.  Explain to students why they did a great job on an assignment, or specifically explain how they can improve.

The Arizona Department of Education has created the Standards and Rubrics for School Improvement (PDF), as a tool to be used by schools across our state in order to identify the strengths and limitations of their overall program.   The indicators are defined within the following four standards: Leadership; Curriculum, Instruction, and Professional Development; Assessment; and School Culture, Climate and Communication.  The Standards and Rubrics for School Improvement are anchored in the scientifically research-based principles and indicators that consistently distinguish top-performing schools.

Per the Standards and Rubrics for School Improvement, in order to create a strong school culture and climate, the school must function as an effective learning community, supporting a climate conducive to student achievement, and possessing an effective two-way communication system.

For more information:

Brewster, C., & Fager, J. (2000). Increasing student engagement and motivation: From time-on-task to homework. Portland, OR: Northwest Regional Educational Laboratory.

Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3–4), 325–346.

Finn, J. D. (1989). Withdrawing from School. Review of Educational Research, 59, 117–142.

Lee, V. E., & Smith, J. B. (1999). Social support and achievement for young adolescents in Chicago: The role of school academic press. American Educational Research Journal, 36, 907–945.

Shouse, R. D. (1996). Academic press and sense of community: Conflict, congruence, and implications for student achievement. Social Psychology of Education, 1, 47-68.

MacNeil, A., & Maclin, V. (2005, July 24). Building a Learning Community: The Culture and Climate of Schools. Retrieved from the Connexions Web site: http://cnx.org/content/m12922/1.2/

Gottfredson & Gottfredson. (2002). Quality of School-Based Prevention Programs: Results from a National Survey. Journal of Research in Crime and Delinquency. 39: 3-35.

Verdugo, R. & Schnieder, J. (1999). Quality schools, safe schools: A theoretical and empirical discussion. Education & Urban Society, 31(3), 286-308

Sergiovanni, T. (2001). The Principalship: A reflective practice. 5th ed. San Antonio, TX: Trinity Press