Addressing School Safety through Comprehensive School Climate Approaches
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| Title: | Addressing School Safety through Comprehensive School Climate Approaches |
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| Language: | English |
| Authors: | Catherine P. Bradshaw, Jonathan Cohen, Dorothy L. Espelage, Maury Nation |
| Source: | Grantee Submission. 2021. |
| Peer Reviewed: | Y |
| Page Count: | 46 |
| Publication Date: | 2021 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305H150027 |
| Document Type: | Reports - Evaluative Information Analyses |
| Descriptors: | School Safety, Educational Environment, School Psychologists, Role, Data Collection, Data Analysis, Prevention, Evidence Based Practice, Federal Government, Government Role, Public Agencies, Correlation, Measurement Techniques, Context Effect, Positive Behavior Supports, Social Emotional Learning, School Security, Student Participation |
| DOI: | 10.1080/2372966X.2021.1926321 |
| Abstract: | School climate has received considerable attention in the literature and educational policy as a potential target for school improvement and school safety efforts. This paper provides a critical review and synthesis of the literature on school climate, with a particular focus on topics related to measurement, data collection, analysis, as well as prevention and promotion planning.?In drawing upon the extant literature, including meta-analyses and systematic reviews, along with our own research, policy, and practice work in school climate and school safety, we consider transactional processes, by which experiences, and contextual factors influence perceptions of school climate and translate into safety related outcomes for students. We also attend to potential mechanisms of changing school and community culture and behavioral norms in relation to school climate promotion and implementation efforts.?We conclude by identifying future directions for research related to school climate and highlight the role school psychologists can play in improving measurement, promoting the use of data-based decision making which leverages various sources of information on school climate, implementing school-wide programming, and considering the influence of school climate more broadly on implementation science. [This paper was published in "School Psychology Review" v50 n2-3 p221-236 2021.] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2024 |
| Accession Number: | ED650760 |
| Database: | ERIC |
| Abstract: | School climate has received considerable attention in the literature and educational policy as a potential target for school improvement and school safety efforts. This paper provides a critical review and synthesis of the literature on school climate, with a particular focus on topics related to measurement, data collection, analysis, as well as prevention and promotion planning.?In drawing upon the extant literature, including meta-analyses and systematic reviews, along with our own research, policy, and practice work in school climate and school safety, we consider transactional processes, by which experiences, and contextual factors influence perceptions of school climate and translate into safety related outcomes for students. We also attend to potential mechanisms of changing school and community culture and behavioral norms in relation to school climate promotion and implementation efforts.?We conclude by identifying future directions for research related to school climate and highlight the role school psychologists can play in improving measurement, promoting the use of data-based decision making which leverages various sources of information on school climate, implementing school-wide programming, and considering the influence of school climate more broadly on implementation science. [This paper was published in "School Psychology Review" v50 n2-3 p221-236 2021.] |
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| DOI: | 10.1080/2372966X.2021.1926321 |
