The Relationship Between School Climate and Mental and Emotional Wellbeing Over the Transition from Primary to Secondary School

However, a deeper understanding of specific student characteristics that may impact academic grades in this area is warranted. This study’s findings support gambling the general premise of this literature and provide a mild extension by being able to model changes between As/Bs, Cs, and Ds/Fs. Table 4 summarizes the associations between student engagement (SC 3) and academic grades. Eighty percent of students reported earning As/Bs at time 1 and 74.9% at time 3.

Measures

Their research examined the relationships between school climate, absenteeism, and the severity and symptoms of psychopathology. Improving school climate and student satisfaction with school may contribute to better attendance and grades. A recent research summary spotlights the impact of principals on student school climate, student well-being, and teacher well-being. While health literacy and physical activity can positively impact student well-being, practicing physical stress-reduction techniques can help too. In a classroom setting, creating a positive climate includes encouraging constructive feedback, creating a safe and supportive environment, and other aspects of classroom management.

The Harmful Impact of Exclusionary Discipline

• Akos et al. selected 12 elementary and 11 middle schools that received RAMP recognition and 95 elementary schools, and 20 non-RAMP schools.
• More recently, the school improvement process has also been identified as an important dimension of school climate (Thapa, Cohen, Guffey, & Higgins-D’Alessandro, 2013).
• Publishing on IntechOpen allows authors to earn citations and find new collaborators, meaning more people see your work not only from your own field of study, but from other related fields too.
• Our finding, that students in different schools have different perceptions and preferences, support the premise that students are embedded within larger social systems and acknowledges that multiple levels of influence exist (Bronfenbrenner, 1979).
• This helps students to remain focused with consistent positive habits.
• Repeated measures models were used to determine differences over time for individual level perceptions of school climate and mental and emotional wellbeing.

This study’s findings support the importance of creating a positive school climate to promote better satisfaction with school. Simply stated, positive school experiences support good academic performance.65 Our findings linking school satisfaction and positive school climate to academic achievement support this position. Alternatively, illness such as pediatric asthma or mental health issues like depression and anxiety, have been shown to contribute to high rates of absenteeism, but can be mitigated by school nurses to reduce the burden of such chronic diseases.58 Our findings suggest different types of absences may, in fact matter, and differentially impact academic outcomes. The purpose of this study was to examine the relationships between school climate, school satisfaction, student attendance, and student grades among middle and high school students. We used mediated path analysis to describe relationships involving school climate, school satisfaction, absences, and grades among 6839 middle school (49% female, 82% white) and 7470 high school (51% female, 85.0% white) students from 26 West Virginia schools. In this study, we explored how a positive school climate and high satisfaction with school may influence absences and academic performance.

Surveys were completed by 3347 (92.8%) students at baseline and 3087 (85.0%) at follow-up. All students (who completed either and the baseline or 36-month follow-up) were included in the analysis and missing data were imputed. We then fitted a regression model including both the school-level BBSCQ, and the differential student score as well as the other covariates. We first examined unadjusted associations, then adjusted for the main covariates (baseline measures of school size, proportion of free school meals, and IDACI score, and student sex, ethnicity, family affluence score and family structure). The overall BBSCQ score was calculated as the average of the four subscales with higher scores indicating a positive assessment of climate. Students consenting to participate and not withdrawn by parents completed paper questionnaires in classes in private, supported by trained researchers, with teachers present but unable to read responses.

From 2014 to 2017, Elrod et al. investigated the relationship between PBIS, school climate, and office discipline referrals for 284 secondary schools. Furthermore, intensive individualized support and services are for Tier III students who were unsuccessful on the Tier II level 2, 4. Data is collected on the Tier II level to determine if the intervention is effective or if students need intensive support. Some interventions that can be implemented for students are Check-In, Check-Out, or social skills small groups . This tier incorporates data collection of behavioral incidents to determine which students need the next level of support.