Understanding and Enhancing Positive School Climate

1. Understanding and Enhancing Positive School Climate Erin Byrnes, Ed.S. Tammy Gilligan, Ph.D. Patti Warner, Ph.D. James Madison University

2. Introduction • Create a positive atmosphere in your school, office or at meetings We Are Family: From the Creators Clip

3. Introduction cont. • How do school psychologists realistically promote a healthy school environment? • School climate is important to school psychologists, schools, and students • School psychologists are important to understanding school climate

4. Definition of School Climate • There is no agreed upon definition of school climate (Hoy & Hannum, 1997) • School climate is a school property (Griffith, 1997) • School climate refers to the quality and character of school life. It is based on patterns of school life experiences and reflects norms, goals, values, interpersonal relationships, teaching, learning, leadership practices, and organizational structures (National School Climate Council, 2007)

5. School Climate Factors:Interactive Model • Achievement motivation • Collaborative decision making • Equity and fairness • General school climate • Order and discipline • Parent involvement • School-Community relations • Staff Dedication

6. School Climate Factors cont. • Staff expectations • Leadership • School building • Sharing resources • Caring and sensitivity • Student interpersonal relations • Student-teacher relations Haynes, Emmons, & Ben-Avie,1997

7. Beneficial Student Outcomes • Increased student achievement • Reduction of absenteeism • Improved self concept of students • Pro-social and appropriate behaviors • Decrease in suspensions • Increased job satisfaction for staff

8. Questions that need asking… 1. How do you, as a school psychologist, define school climate based on your experience? 2. How does school climate affect the school in which you are employed? 3. What contributions, as a school psychologist, have you made in the past to promote a positive school climate? 4. What barriers do you experience in the promotion of a positive school climate? 5. What training do you need to receive on changing school climate? 6. What resources and skills do you need in order to impact school climate?

9. Discussion Question 1: How do school psychologists define school climate based on their experience? • No clear definition of school climate and variables that comprise school climate • Range of definitions • Emphasis: • leadership • actions/behaviors of specific people or person • Implications for school psychologists

10. Discussion Question 2: How does school climate affect the school in which the school psychologist is employed? • Emphasis: • Services • Collaboration • Opportunities • Leadership • No perceived impact on students • Implications for school psychologists

11. Discussion Question 3: What contributions, as a school psychologist, have they made in the past to promote a positive school climate? • Wide range of contributions • Limited participation in formal evaluations and school improvement projects • Implications for school psychologists

12. Discussion Question 4: What are barriers a school psychologist experiences to their promotion of a positive school climate? • Numerous barriers • Emphasis: • Gap between special education and general education • Relationships • Individual characteristics • Change process • Service delivery model • No discussion: • Competency in systems change • Training • Participation in formal evaluation/systems change projects • Implications for school psychologists

13. Discussion Question 5: What training do school psychologists receive on changing school climate? • Received no formal training on school climate • Implications for school psychologists

14. Discussion Question 6: What resources and skills do school psychologists need in order to impact school climate? • Varying skills and resources needed • Emphasis: • Individual characteristics • Interpersonal relationships • Awareness • Implications for school psychologists

15. Implications for Schools and Students • Schools: • Need to be educated on school climate • Prepare for systems change • Include students • Students: • Included in school climate projects • Impact of various relationships on education and school climate

16. Ways to Create a Positive School Climate • Positive Behavior Interventions and Supports (PBIS) • National Association of School Psychologists (NASP) • School Climate Challenge (National School Climate Council, 2007) • Promoting Tolerance • See resource handout for many others

17. Discussion • How do you promote a positive school climate? • What are barriers you experience? • Share resources/ideas/questions/concerns…

18. Fostering Optimism • Individual Activity

19. Future Needs • A unitary definition of school climate and variables that comprise school climate. • Shifts in responsibilities and roles of the school psychologist from primarily “tester” to change agent. • Training on how to positively impact school climate. • Awareness of school climate as an important entity that is alterable. • Education on school climate and the clear link between school climate and student achievement. • Comprehensive tool kit with definitive and practical ways for school psychologists to change and contribute to school climate that are organized and easily available. • Discussion of school climate and a sharing of resources and ideas among school psychologists. • Research.

20. Conclusion • School psychologists are impacted by school climate but rarely consciously consider school climate as an area they may impact. • Indeed there are barriers • Individual characteristics • Interpersonal relationships • Minimal training • Gaps between research and practice • School psychologists do contribute in many ways! • We need awareness • Professional discussion • Opportunity for self-reflection • We can shed light on this topic!

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