School climate as a pillar of student well-being and learning
DOI:
https://doi.org/10.71112/4ng2mg62Keywords:
coexistence, meaningful learning, school climate, socio-emotional well-being, student participationAbstract
School climate is an important factor related to socioemotional well-being and learning for students. It impacts students’ academic achievement, as well as the way they relate to each other and the school community. This study was conducted in the urban public high school in Santo Domingo Norte aiming to analyze the relationship of school climate, teacher-student interaction, and socioemotional well-being with teaching and learning tasks. Methods For this purpose, as part of this explorative-descriptive qualitative analysis, we interviewed 237 students, conducted focus groups, engaged in participant observation, and documentary analysis with 10 teachers and 3 management team members. The research findings disclosed the following issues: coexistence problems, conflicts, student engagement, academic performance, and isolation and school violence. We identified six dimensions that characterize the school climate: relationships, self-actualization, emotional stability, openness to change, participation and sense of belonging, and the provision of supporting infrastructure. Our results indicate that the provision of socioemotional support, teaching styles, student participation, infrastructure investments, and school community commitment are vital to establish a positive school climate. These perspectives lay down valuable premises for policy-led education, teacher preparation and inclusive practices that promote motivation, deep learning and holistic student experience thereby positioning school climate as an important component in urban environments.
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