Strategies: Positive School Climate and School Connectedness
The following strategies/strategy types have an impact on school climate and school connectedness. These include (click to expand):
and Supports (PBIS). A “continuum of evidence-based supports” implemented in schools to improve school climate. The National Center on Positive Behavioral Interventions and Supports provides technical assistance to schools, districts, and states.
Additional resources: Positive Behavior Intervention and Support in North Carolina
A framework for creating child and youth-focused, positive social change through community partnerships. 3 Bold Steps can be used to implement comprehensive bullying prevention and to promote social emotional learning.
Social and emotional learning (SEL) is “the process through which children and adults acquire and effectively apply the knowledge, attitudes and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.” (Collaborative for Academic, Social, and Emotional Learning). Choose from hundreds of SEL programs, many of which have proven effective in improving student behavior, attachment to school, and academic achievement (Durlak et al, 2011)
Additional resources: CASEL Guide: Effective Social and Emotional Learning Programs, Social and Emotional Learning in Schools: From Programs to Strategies, Clinical trial of Second Step middle-school program: impact on aggression & victimization (Espelage et al, 2015)
School climate is the sum of multiple aspects of a school’s social and physical environments, which are influenced by the norms and values of the surrounding community. Therefore, individual programs to improve school climate are likely to fall short in the absence of supportive policies at the school, district, state, and national level (School Climate: Research, Policy, Practice, and Teacher EducationClimate: Research, Policy, Practice, and Teacher Education).
A school-based approach to holistic student well-being. Schools implementing the Whole Child model offer programs and policies to support children in being: healthy, safe, engaged, supported, and challenged.
Additional resources: The Whole Child
A systematic approach to engage a broad coalition of community partners to prevent youth risk behaviors, delinquency, and violence. Results of a large-scale, multi-state, RCT (n=4407) showed significant reductions of lifetime prevalence of all three outcomes among youth in CTC communities (Hawkins et al, 2014)
programs. Policies and programs to reduce bullying are an essential component of improving school climate. Anti-bullying policies and programs that specifically condemn harassment and bullying based on gender identity and sexual orientation are important to reduce bullying of LGBTQ students (Gay, Lesbian, and Straight Education Network (GLSEN)).
Additional resources: Bullying Prevention.org, ACLU of NC School Violence Prevention Act Implementation Toolkit
|Program||Strength of Evidence||Home||School||Community||In NC?||Cost|
|PAX Good Behavior Game||Evidence-based||X||Tell us||Varies|
|Caring School Community (CSC)||Evidence-based||X||X||Tell us||Varies|
|Promoting Alternative Thinking Strategies (PATHS)||Evidence-based||X||X||Tell us||Varies by quantity and grade level ordered|
|Olweus Bullying Prevention Program||Evidence-informed||X||X||Varies by instructional materials selected and school size|
|Shifting Boundaries||Evidence-informed||X||X||No charge|
|Responsive Classroom||Evidence-informed||X||Tell us||Varies by workshop, tool|
|Positive Action||Evidence-based||Tell us||Varies by kit selected|
MORE PROGRAMS to build Positive School Climate and School Connectedness