scholarly journals Code of silence: Students' perceptions of school climate and willingness to intervene in a peer's dangerous plan.

2009 ◽  
Vol 101 (1) ◽  
pp. 219-232 ◽  
Author(s):  
Amy K. Syvertsen ◽  
Constance A. Flanagan ◽  
Michael D. Stout
Keyword(s):  
School Climate ◽  
Code Of Silence ◽  
Willingness To Intervene ◽  
Perceptions Of School

Student Perceptions of School Climate and Safety

2008 ◽  
Author(s):  
Aisha Thompson ◽  
Talisha Lee ◽  
Dewey G. Cornell
Keyword(s):  
School Climate ◽  
Student Perceptions ◽  
Perceptions Of School

Promoting Kindness Through the Positive Theatrical Arts: Assessing Kuwait’s Boomerang Program

2021 ◽  
Author(s):  
Louise Lambert ◽  
Mohsen Joshanloo ◽  
Meg Aum Warren ◽  
Kayla Christiani ◽  
Tim Lomas ◽  
...  
Keyword(s):  
Life Satisfaction ◽  
School Climate ◽  
Social Cohesion ◽  
Real Life ◽  
School Intervention ◽  
Climate Data ◽  
Theater Program ◽  
School Counsellors ◽  
Quasi Experimental ◽  
Perceptions Of School

As positive psychology expands its range of strategies to raise levels of flourishing, many interventions have been identified with new ones emerging. The positive arts offer a new avenue; one such intervention is drama and theater that can benefit subjective and social wellbeing as these offer individuals the opportunity to empathize with others, as well as consider alternative ways to act and think. These can be valuable for bullying prevention. Kuwait's "Boomerang" anti-bullying theater program designed to increase social kindness is one such example. The tools of applied theater were taught to teachers and/or school counsellors of during a six day training workshop. They in turn, trained seven to ten students who were real life bullies, victims and bystanders in their respective schools to become actors in each school’s culminating theater play. Participating acting students and audience members were assessed to determine the effects of the program on perceptions of school kindness, depression, life satisfaction, subjective wellbeing, social cohesion and trust, perceptions of school climate. Data collection was conducted across 7 private middle and high schools, with the final pre-intervention sample consisted of a total of 216 participating students and 1207 observing students (N = 1423). The quasi-experimental study shows that the intervention was successful in increasing perceptions of social cohesion and trust, a positive school climate, and student life satisfaction; however, there were no significant effects on outcome variables. This multi-school intervention improved overall school climates and shows promise in addressing bullying behaviors.

scholarly journals Principal’s Practices and School’s Collective Efficacy to Preventing Bullying: The Mediating Role of School Climate

SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110525
Author(s):  
Ana Carolina Reyes-Rodríguez ◽  
Angel Alberto Valdés-Cuervo ◽  
José Angel Vera-Noriega ◽  
Lizeth Guadalupe Parra-Pérez
Keyword(s):  
School Climate ◽  
Collective Efficacy ◽  
Latent Variable ◽  
Critical Role ◽  
Teaching Experience ◽  
Bullying Prevention ◽  
Self Report ◽  
Equation Modeling ◽  
Teachers Perceptions ◽  
Perceptions Of School

Differences in bullying rates between schools could be explained by school efficacy. This study examined the relationships among teachers’ perceptions of principals’ practices, school climate, and school collective efficacy to prevent bullying. The sample comprises 403 Mexican elementary-school teachers; 35% were male, and 65% were female. The teaching experience ranged from 2 to 35 years ( M = 13.2 years, SD = 9.1). Teachers answered self-report measures. A latent variable structural equation modeling (SEM) approach was used. SEM model indicated that principal’s bullying prevention was directly related to a positive school climate, but they did not influence teachers’ perceptions of school collective efficacy. Also, principals’ support for teachers’ antibullying practices positively affected school climate and school collective efficacy. Both principal involvement and support had an indirect relationship with school collective efficacy. Overall, findings suggest that the principal has a critical role in promoting teachers’ perceptions of school collective efficacy in bullying prevention.

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