Source: Teachers College Record, Volume 111, Number 1, 2009, p. 180-213
Background
Educators have written about and studied school climate for 100 years. School climate refers to the quality and character of school life. School climate is based on patterns of people’s experiences of school life and reflects norms, goals, values, interpersonal relationships, teaching and learning practices, and organizational structures. School climate is more than individual experience: It is a group phenomenon that is larger than any one person’s experience. A sustainable, positive school climate fosters youth development and learning necessary for a productive, contributive, and satisfying life in a democratic society. This climate includes norms, values, and expectations that support people feeling socially, emotionally, and physically safe. People are engaged and respected. Students, families, and educators work together to develop, live, and contribute to a shared school vision. Educators model and nurture an attitude that emphasizes the benefits of, and satisfaction from, learning. Each person contributes to the operations of the school and the care of the physical environment. School climate refers to spheres of school life (e.g. safety, relationships, teaching and learning, the environment) as well as to larger organizational patterns (e.g., from fragmented to cohesive or “shared” vision, healthy or unhealthy, conscious or unrecognized). These definitions were collaboratively developed and agreed upon at a consensus-building meeting of national practice and policy leaders organized in April 2007 by the National Center for Learning and Citizenship, Education Commission of the States, and the National School Climate Center at the Center for Social and Emotional Education.
Purpose of Study
This article examines the relationship between school-climate-related research findings on the one hand and educational policy, school improvement practice, and teacher education on the other.
Research Design
This article uses several research methods to understand the current state of school climate research, policy, practice, and teacher education: historical analysis, a review of the literature, a systemic national State Department of Education policy scan, and a national survey (N = 40) of building, district, and state educational leaders about school climate measurement and improvement practices.
Findings
A review of the literature reveals that a growing body of empirical research indicates that positive school climate is associated with and predictive of academic achievement, school success, effective violence prevention, students’ healthy development, and teacher retention. There is an evident gap between these research findings on the one hand, and state departments of education, school climate policy, practice guidelines, and teacher education practice on the other.
Conclusions and Recommendations
The authors detail how the gap between school climate research, policy, practice, and teacher education is socially unjust and a violation of children’s human rights. They now have research-based guidelines that predictably support positive youth development and student learning. The authors a series of detailed recommendations for policy makers, practice leaders, and teacher educators to narrow this gap and support student’s healthy development and capacity to learn.
