School Climate (discipline, safety)

The 2017–18 Civil Rights Data Collection (CRDC) is a survey of nearly all public schools and school districts in the United States. The CRDC measures student access to courses, programs, staff, and resources that relate to Federal civil rights laws.

 This review (a) provides an overview of what schools currently do related to mental health and psychosocial concerns, (b) clarifies key emerging trends, and (c) explores implications for major systemic changes.

The American Academy of Pediatrics just released a policy statement regarding the negative impact that chronic student absenteeism has on children’s health. They cite numerous ways the two are linked. 

This article presents the results of longitudinal retrospective analyses on suspensions, achievement, and long-term enrollment status of students in a large, urban school district. Findings indicated that suspended students had substantially lower presuspension achievement than did students in the comparison group, gained considerably less academically throughout 3 years with suspensions, and had high drop-out rates.

Low ventilation rates (VRs) in schools have been associated with absenteeism, poorer academic performance, and teacher dissatisfaction. The steady-state, build-up, and decay methods had significant limitations and biases, showing the need to confirm that these methods are appropriate. Findings highlight the need to increase VRs and to ensure that energy saving and comfort measures do not compromise ventilation and IAQ.

This article outlines how far the community schools movement has come since the AFT made community schools a priority in 2008. It explains why the movement has grown, clarifies what exactly makes a community school different from other schools, lays out how community schools work, and shows the positive results that community schools are attaining.

The authors discuss how to use economic techniques to evaluate educational programs and show how to apply basic cost analysis to implementation of school-wide positive behavior support (SWPBS).

This review of related literature and research prompted the development of a framework for understanding the role of the principal as an instructional manager. A number of links between school-level variables and student learning are proposed. The discussion includes consideration of instructional organization, school climate, influence behavior, and the context of principal management.

This paper summarizes an approach to prevention partnerships developed over a decade and centered on the three-tiered Positive Behavioral Interventions and Supports (PBIS) model.

The current study reports intervention effects on child behaviors and adjustment from an effectiveness trial of School-Wide Positive Behavioral Interventions and Supports.

The overarching purpose of the School Safety Toolkit is to establish an outcome-based framework and methods for assessing any school or district’s safety system with respect to student outcomes, safety, and cost-effectiveness.

This study sought to extend the work of Horner et al. (2010) in assessing the evidence base for SWPBS. However, unlike in the Horner et al. (2010) study, in this study the proposed criteria were applied to individual studies.

The purpose of this study was to examine the use of a classwide positive peer reporting intervention known as ‘‘tootling’’ in conjunction with a group contingency procedure to reduce the number of disruptive behaviors in a third-grade inclusive classroom.

This is the first comprehensive national report to scrutinize the impact of strict Zero Tolerance approach in the America public school. This report illustrate that Zero Tolerance is unfair, is contrary to developmental needs of children, denies children educational opportunities, and often results in the criminalization of children. 

The purpose of this appear is to describe a school-wide staff development model that is based on a proactive instructional approach to solving problem behavior on a school-wide basis and utilizes effective staff development procedures. 

This brief evolved from a larger Robert Wood Johnson Foundation–funded project to examine the intersection of and alignment between social and emotional learning (SEL) and school climate.

While school climate is impossible to measure in most districts, it can be measured in New York City. This report analyzes data covering the five-year period of 2011-12 to 2015-16, which includes the years that the two reforms were enacted as well as "bookend" comparison years.

The opinion article discuss about anti-vaxxers activist grow more aggressive while more study and evidence show how vaccination is important. The author suggest that the Lawmakers must stand up to the anti-vaccination crowd, a very small minority according to every poll. 

When schools form partnerships with families and the community, the children benefit. These guidelines for building partnerships can make it happen.

this paper is a mini-series from Scool Psychology Review. This special issue review highlights current research effort in American schools on bullying and peer victimization. and how this research can inform prevention and intervention planning. 

The purpose of this study was to investigate the relationship between school climate and children's academic and social development in the early elementary school years, controlling for maternal education and family resources, and to determine whether factors underlying school climate influence those outcomes. 

The average public school building was built around 1968 — more than 50 years ago — and the National Center for Education Statistics reports that half of all public schools in the United States need at least one major facility repair. This text explains how poorly maintained school buildings have a negative effect on both student and teacher performance and health. 

The purpose of this study is to conduct a systematic meta-analysis of RCTs on SWPBIS. Ninety schools, including both elementary and high schools, met criteria to be included in this study. A statistically significant large treatment effect (g = −.86) was found for reducing school suspension. No treatment effect was found for office discipline referrals.

This overview describes strategies for how school personnel can respond when disruptive behavior occurs, including (1) negative consequences that can be applied as primary interventions, (2) functional behavior assessment, and (3) function-based, individualized interventions characteristic of the secondary or tertiary tiers of a multitiered system of support. 

This overview summarizes research about the effects of rules on appropriate and inappropriate behavior in school settings and provides recommendations for incorporating rules effectively into a behavior management program.

This overview summarizes research on the effects of the physical classroom environment on student behavior.

Teachers experience high levels of stress and emotional exhaustion while teaching in classrooms with too much student misbehavior. The two teachers in this study expressed concerns about this very issue during math instruction. They were also feeling tired and stressed due to constantly reprimanding students. Fortunately, a simple strategy was used to effectively respond to these challenging behaviors

Schools throughout the country are now encouraged to implement school-wide positive behavior support (PBS) procedures as a way to improve their behavioral climate, safety, and social culture. The School-Wide Evaluation Tool (SET; Sugai, Lewis-Palmer, Todd, & Horner, 2001) was created to provide a rigorous measure of primary prevention practices within school-wide behavior support.

This study examined the relationships between 2 carefully specified dimensions of teacher efficacy (general and personal teaching efficacy) and aspects of a healthy school climate (institutional integrity, principal influence, consideration, resource support, morale, and academic emphasis).

This book offers the basis for answering these and other questions. The authors demonstrate the significant relationship that exists between school health and academic performance. They then present the measures, developed over many years of careful research, that can best test the organizational climate of any school.

This evaluation used Messick's construct validity as a conceptual framework for an empirical study assessing the validity of use, utility, and impact of office discipline referral (ODR) measures for data-based decision making about student behavior in schools. 

This study examines the impact of The Whole School Restorative Justice Program (WSRJ). WSRJ utilizes a multi-tiered strategy. Tier 1 is regular classroom circles, Tier 2 is repair harm/conflict circles, and Tier 3 includes mediation, family group conferencing, and welcome/re-entry circles to initiate successful re-integration of students being released from juvenile detention centers.The key findings of this report show decreased problem behavior, improved school climate, and improved student achievement. 

Demonstrates the experimenting society model using data-based decision making and collaborative consultation to evaluate behavior-management intervention strategies in 25 seventh graders. Each intervention results in improved behavior, but active teaching of classroom rules was determined to be most effective. 

As part of a series of studies on the concerns and aspirations of American teachers, this report illustrates the concerns of teachers, students, and law enforcement officers about the increasing violence and fears of violence in U.S. schools.

This report examines data on out of school suspension rates in every school district in the country. 

This report, along with the companion spreadsheet, provides the first comprehensive
description ever compiled of charter school discipline.

This Brown Center Report (BCR) on American Education is the sixth and final edition in the third volume and the 16th issue overall. The series began in 2000. As in the past, the report comprises three studies. Also in keeping with tradition, the first section features recent results from state, national, or international assessments; the second section investigates a thematic topic in education, either by collecting new data or by analyzing existing empirical evidence in a novel way; and the third section looks at one or more education policies.

The purpose of this study was to develop an understanding of the relationships among principal transformational leadership, school leadership-team transformational leadership, and school culture.

This special CEP report highlights findings about the critical element of school climate from case studies of the first year and half of SIG implementation in Maryland, Michigan, and Idaho.

This Report describes the Blueprints programs, presents lessons learned about program implementation, and provides recommendations for program designers, funders, and implementing agencies and organizations.

This REL Northwest guide is designed to help educators use data to reduce disproportionate rates of suspension and expulsion based on race or ethnicity. It provides examples of selecting and analyzing data to determine whether racial disproportionality exists in a school or district’s discipline practices. 

this article traces the history of institutional disciplinary measures, showing that the underlying philosophical orientation toward social control exacts a heavy toll on students, teachers, and the entire school community by producing prison-like schools that remain unsafe. 

Every 2 years, Education requires nearly all school districts to report incidents of restraint and seclusion. Generally, restraint is restricting a student's ability to move, and seclusion is confining them alone in a space they cannot leave. The House Committee on Appropriations' explanatory statement accompanying the Consolidated Appropriations Act of 2018 included a provision for the Government Accountability Office (GAO) to evaluate the Civil Rights Data Collection's (CRDC's) restraint and seclusion data.

This report examines: (1) patterns in disciplinary actions among public K-12 schools; (2) challenges selected school districts have with student behavior and how they approach school discipline; and (3) actions the Departments of Education and Justice have taken to identify and address disparities or discrimination in school discipline.

The National School Climate Council has developed a school climate framework that is built around five core standards that address the school’s “vision,” policies, practices, environment, and commitment.

This Campbell systematic review examines the effect of multi‐component teacher classroom management programmes on disruptive or aggressive student behaviour and which management components are most effective.

Drawing on normative, empirical, and critical literatures, this review explores the role of school administrators in responding to the needs of diverse students. Three administrative tasks are highlighted: fostering new meanings about diversity, promoting inclusive school cultures and instructional programs, and building relationships between schools and communities. 

This article sketches out a framework for inclusive leadership. As one of the constellation approaches to leadership and social justice, inclusive leadership is concerned first and foremost with inclusion, both in its processes and the ends for which it strives.

This literature review examines the use of school-based positive behavior support (PBS), an alternative to traditional disciplinary practices that includes databased decision making and team collaboration.

This study examines the influence of principal leadership in high schools on classroom instruction and student achievement through key organizational factors, including professional capacity, parent–community ties, and the school’s learning climate.

As the successor to one of NASP's most popular publications, Interventions for Academic and Behavior Problems II offers the latest in evidence-based measures that have proven to create safer, more effective schools.

In this article, the authors address the following questions: How does the level of on-site technical assistance affect student outcomes? Do teachers’ fidelity of treatment implementation and their perceptions of school climate mediate effects on student performance?

The report examines the internal and external conditions that matter for students’ and teachers’ feelings of safety.

The thesis of this paper is that the current problem behavior of students in elementary and middle schools requires a preventive, whole-school approach. The foundation for such an approach lies in the emerging technology of positive behavior support. 

The purpose of this article is to describe how effective practices are incorporated into an approach termed schoolwide positive behavior supports (SWPBS)

This study reviews evidence about the overall influence of direction-setting leadership practices (DSLPs), 1 of 4 major categories of practices included in a widely known conception of effective leadership (e.g., Leithwood & Louis, 2011) and a focus of many other such conceptions, as well.

This research brief provide an introductory overview of the cost of implementation of SWPBIS, as a school-wide approach to reduce suspensions, compared to the cost of school dropout.

Reports a study that analyzed relationships among supportive principal behavior, faculty collegiality, faculty trust, and effectiveness. Data from 2,777 middle school teachers indicated that supportive principals, not teacher behavior, promoted trust in the principal. Teacher collegiality, not principal behavior, fostered trust among colleagues.

Two years of office referral data are presented in evaluation of a school-wide behavioral support program designed to define, teach, and reward appropriate student behavior in a rural middle school (grades 6, 7, and 8).

This work presents an integrative review on school climate research. The 206 citations used in this review include experimental studies, correlational studies, literature reviews, and other descriptive studies.

This review address five essential areas of focus: 1. Safety; 2. Relationships; 3. Teaching and Learning; 4. Institutional Environment, and; 5.School climate, the Processes of School Improvement. 

Even when schools within a system reflect closely the demands of their progenitor and achieve both the appearance and reality of a high degree of similarity, differences do exist. The organizational climate of schools is one such difference. 

 The purpose of the current study was to evaluate the effects of a class-wide multiple schedule on differentiated rates of student recruitment of teacher attention in two public elementary classrooms.

This text offers a pragmatic assessment of the role of police and school crime through the perspective of esteemed academicians and practitioners. School Crime and Policing hopes to spark awareness and encourage preparedness for the safety of our schools and our communities.

The U.S. Department of Education (ED) is issuing this resource guide to assist states, school districts, charter school operators, school staff, parents, students, and other stakeholders who are seeking to develop school climate and school discipline policies and practices that are both locally tailored and grounded in recognized promising practices and research. ED's

To address situations where consensus is difficult to achieve, this article outlines a process that assesses and summarizes the views of all school-based staff and then facilitates discussions based on the aggregated data. 

This paper looks at the disproportionality of consequences for disciplinary infractions between these groups of students. 

This report presents the most recent data available on school crime and student safety. The indicators in this report are based on information drawn from a variety of data sources, including national surveys of students, teachers, principals, and postsecondary institutions.