Teachers victimizing students: Contributions of student-to-teacher victimization, peer victimization, school safety, and school climate in Chile.

2020 ◽  
Vol 90 (4) ◽  
pp. 432-444
Author(s):  
Verónica López ◽  
Rami Benbenishty ◽  
Ron Avi Astor ◽  
Paula Ascorra ◽  
Luis González
Keyword(s):  
School Climate ◽  
Peer Victimization ◽  
School Safety ◽  
Teacher Victimization

scholarly journals Effectiveness of the TEI Program for Bullying and Cyberbullying Reduction and School Climate Improvement

2019 ◽  
Vol 16 (4) ◽  
pp. 580 ◽  
Author(s):  
Rosario Ferrer-Cascales ◽  
Natalia Albaladejo-Blázquez ◽  
Miriam Sánchez-SanSegundo ◽  
Irene Portilla-Tamarit ◽  
Oriol Lordan ◽  
...  
Keyword(s):  
School Climate ◽  
Peer Victimization ◽  
Intervention Programs ◽  
Control Group ◽  
Intervention Implementation ◽  
Limited Efficacy ◽  
Group 12 ◽  
Quasi Experimental ◽  
Bullying Behavior ◽  
Experimental Group

The increase in the prevalence of bullying and cyberbullying in recent years worldwide is undeniable. Although several intervention programs oriented towards the reduction of bullying and cyberbullying have been developed and implemented, significant disparities have been found regarding their efficacy. In most of the cases, the lack of the implementation of interventions involving all of the school community could be on the basis of this limited efficacy. The present study aimed to evaluate the effectiveness of the TEI Program, an intervention based on peer tutoring, in the reduction of bullying and cyberbullying, and in the improvement of school climate. The design of the study was quasi-experimental, in which 2057 Spanish students (aged 11 to 16 years) participated from 22 schools, and were randomly assigned to the experimental group (10 schools, 987 students) or the control group (12 schools, 1070 students). The obtained results showed a significant reduction in bullying behavior, peer victimization, fighting, cyberbullying and cybervictimization in the experimental group after the intervention implementation. Similarly, a significant improvement in factors of school climate was found only in this group. The obtained results demonstrated that the TEI program is effective in reducing bully and cyberbully behavior, and at the same time, improving the school climate.

scholarly journals Gay-Straight Alliances: Making Ontario Schools Safe and Inclusive

2013 ◽  
Vol 7 (3) ◽  
Author(s):  
Julian Kitchen ◽  
Christine Bellini
Keyword(s):  
School Climate ◽  
School Safety ◽  
Positive Impact ◽  
Policy Changes ◽  
Inclusive Schools ◽  
American Research ◽  
Lgbtq Students ◽  
The Impact

Gay-straight alliances (GSAs) have become widespread in Ontario schools and, starting in 2012, all schools are required to permit students to form GSAs. While American research suggests that GSAs have a positive impact on school safety and inclusion, there is little research on the impact of GSAs in Ontario schools. This study, based on a survey of 30 educators working with GSAs, suggests that policy changes in Ontario have had a positive impact on school climate for lesbian, gay, bisexual, transgender, and queer (LGBTQ) students, and that GSAs contribute to the development of safer and more inclusive schools. The next phase of the research will probe more deeply by increasing the number of respondents and conducting interviews with 14 participants.

Linking Principal Leadership to Organizational Growth and Student Achievement: A Moderation Mediation Analysis

2019 ◽  
Vol 121 (9) ◽  
pp. 1-32
Author(s):  
James Sebastian ◽  
Elaine Allensworth
Keyword(s):  
Student Achievement ◽  
School Climate ◽  
School Improvement ◽  
School Leadership ◽  
Principal Leadership ◽  
Mediation Analysis ◽  
School Safety ◽  
Organizational Processes ◽  
Organizational Growth ◽  
School Conditions

Background Although there is a substantial body of literature on school leadership and its relationship with student achievement, few studies have examined how change in leadership is related to organizational growth and school improvement. Also less well studied is the influence of contextual conditions on how leadership and organizational processes evolve to constrain/augment school outcomes. Focus of Study In this study, we use moderation mediation analysis to examine how change in principal leadership relates to achievement growth, mediated via change in multiple organizational processes—parent-teacher trust, school climate (measured by school safety), and professional capacity. We further examine how these mediational relationships are moderated by initial school conditions. Research Design We apply moderation mediation analysis to administrative and survey data of elementary schools from a large urban school district to examine if initial school conditions moderate mediational relationships between school leadership and student outcomes. Conclusions Our results show that improvements in school leadership are related to student learning gains only through improvements in school climate; this relationship is consistent regardless of whether schools initially had strong or weak leadership and regardless of whether schools initially had safe or unsafe school climates.

Promoting School Safety, School Climate, and Student Mental Health

2020 ◽  
pp. 117-136
Author(s):  
Amy Jane Griffiths ◽  
Elena Diamond ◽  
Zachary Maupin ◽  
James Alsip ◽  
Michael J. Keller ◽  
...  
Keyword(s):  
Mental Health ◽  
School Climate ◽  
School District ◽  
School Violence ◽  
Real World ◽  
Multidisciplinary Team ◽  
School Safety ◽  
Well Being ◽  
Intervention Implementation

The reduction of school violence requires a coordinated effort that enhances school climate and improves the sense of safety on campus. This chapter addresses the related topics of school violence, school safety, and school climate; provides an overview of the interactions among these constructs; and illustrates how they are directly linked to student mental and emotional well-being. A multidisciplinary approach is described that addresses these constructs, which are grounded in a school safety model that provides a foundation to promote students’ mental health. The process for moving toward action includes selecting an appropriate model for organizing intervention efforts, building a multidisciplinary team, developing a plan for assessment, and creating a systematic process for intervention implementation. Finally, a case study is provided to illustrate how a school district can interpret and implement these key components in the real world.

School Climate and Its Impact on School Development in Nigeria

2020 ◽  
Author(s):  
Habibat Abubakar Yusuf ◽  
Ismail Hussein Amzat
Keyword(s):  
School Climate ◽  
Organizational Climate ◽  
Interpersonal Relationships ◽  
School Safety ◽  
Teaching And Learning ◽  
School Quality ◽  
School Development ◽  
Working Environment ◽  
Interactive Behavior ◽  
Learning Practices

Climate is a multifaceted concept in an organization, with few distinctions in the context of school settings. Although research on school climate stems from the study of organizational climate, and became a central variable in the educational research with a comprehensive review of the literature, there are significant differences in the approaches to the study of school climate. Scholars have studied climate at various levels of education, for example, elementary schools, secondary schools, and higher level schools as well as among teachers and school leaders. There is some divergence and variations in school climate across those contexts; there are also substantial similarities as shown in many past studies. School climate as a key player in school development can be driven by internal factors like interactive behavior and external factors such as school location, school size, student population, educational policies and socio-economic changes. Studies of climate in the educational context is multidimensional and can be viewed in a variety of ways due to diverse social effects. Climate has been investigated in relation to the general working environment of school, quality of school experience, school values and norms, interpersonal relationships of individual school members, teaching and learning practices, structure of the school, and feelings toward school life. In this regard, school climate is explored in relation to school development in Nigeria and focuses on those factors that have a greater potential to support teaching and learning practices, including school plants, school leadership, school culture, collegiality, school safety, and academic achievement. Relating these constructs to school development in Nigeria will give more precise and sizeable understanding on the importance of school climate towards attainment of sustainable school success.

scholarly journals Ethnic school composition and peer victimization: A focus on the interethnic school climate

2011 ◽  
Vol 35 (4) ◽  
pp. 465-473 ◽  
Author(s):  
Orhan Agirdag ◽  
Jannick Demanet ◽  
Mieke Van Houtte ◽  
Piet Van Avermaet
Keyword(s):  
School Climate ◽  
Peer Victimization ◽  
School Composition

The Role of the Perceptions of School Climate and Teacher Victimization by Students

2017 ◽  
Vol 35 (23-24) ◽  
pp. 5526-5551 ◽  
Author(s):  
Francis L. Huang ◽  
Colleen Lloyd Eddy ◽  
Emily Camp
Keyword(s):  
Special Education ◽  
Public Schools ◽  
School Climate ◽  
Fixed Effects ◽  
Administrative Support ◽  
The United States ◽  
School Bullying ◽  
Data Set ◽  
Teacher Victimization ◽  
K 12

Violence directed toward teachers in schools is relatively understudied in comparison with other school-based forms of peer aggression (e.g., school bullying). Based on the nationally representative Schools and Staffing Survey (SASS) 2011-2012, approximately 10% of K-12 public school teachers in the United States, received a threat in the past 12 months and 6% reported being physically attacked. The effects of teacher-directed violence are far reaching and affect not just the victimized teacher, but the larger community itself. In the current study, we used multilevel logistic regression models with state fixed effects to analyze the SASS data set. The analytic sample consisted of 24,070 K-12 teachers in 4,610 public schools and specifically excluded special education teachers and teachers in alternative settings (i.e., online schools, special education centers, juvenile correction facilities). Guided by authoritative school climate theory, we tested for the beneficial associations of disciplinary structure and administrative support with the reduced likelihood of a teacher being threatened or physically attacked by a student, while controlling for teacher (e.g., gender, years of experience, race/ethnicity), school (e.g., school size, percent minority enrollment), and state-level factors. Results indicated that teachers who felt supported by the administration and worked with others (i.e., the principal and other teachers) who enforced the rules consistently were less likely to be victims of threats of injury or physical attacks. Although school climate has been shown to have a positive effect on student outcomes, the current study also suggests that school climate, characterized by consistent rule enforcement and supportive administrators and teachers, may play a role in reducing the likelihood of teacher victimization.

School climate, peer victimization, and academic achievement: Results from a multi-informant study.

2014 ◽  
Vol 29 (3) ◽  
pp. 360-377 ◽  
Author(s):  
Weijun Wang ◽  
Tracy Vaillancourt ◽  
Heather L. Brittain ◽  
Patricia McDougall ◽  
Amanda Krygsman ◽  
...  
Keyword(s):  
Academic Achievement ◽  
School Climate ◽  
Peer Victimization

scholarly journals School climate and school culture: A framework for creating school as a safe and stimulating environment for learning and development

2018 ◽  
Vol 50 (1) ◽  
pp. 113-134 ◽  
Author(s):  
Emina Hebib ◽  
Vesna Zunic-Pavlovic
Keyword(s):  
School Climate ◽  
School Culture ◽  
Student Learning ◽  
School Environment ◽  
School Safety ◽  
Educational Institution ◽  
Learning And Development ◽  
Four Dimensions ◽  
School Climate And Culture ◽  
Definition Of

School, as an educational institution, represents an important context for the development of children and young people. It is therefore necessary to shape it as a safe and stimulating environment for student learning and development. This paper offers a definition of the concept of school as a safe and stimulating environment for student learning and development, based on a review of academic and scholarly papers from a variety of disciplines and areas of practice. The content and meaning of the concept of school safety have been considered from the physical and psychological aspects, while the concept of school as a stimulating learning environment has been specified in terms of four dimensions - the physical, psychological, social and cognitive school environment. It is pointed out that these concepts and the phenomena they denote tend to be interpreted and analysed as the components or dimensions of broader concepts, namely, school climate and school culture. One section of the paper is therefore devoted to explaining these concepts, as well as considering their interrelationship and the importance of creating a positive and stimulating school climate and culture for institutional practice. The conclusion further emphasises that creating school as a safe and stimulating environment for student learning and development, as well as creating positive and supportive school climate and culture, is an extremely complex process that entails changes in the content and structure of the school institution as a whole.

Sign in / Sign up

Export Citation Format

Share Document