SCHOOL CLIMATE AND CULTURE
An enduring positive school climate and culture are essential conditions for fostering learning and positive youth development that results in productive and fulfilling lives. The NJDOE supports school efforts to assess, develop and maintain positive school climates and cultures and other conditions that affect student learning and growth.
- Government Agencies
- Data Collection
- Case Law
- Professional Associations
- Fostering School, Family, and Community Involvement (Hamilton Fish Institute through a grant from USDJ, Office of Justice Programs, Office of Juvenile Justice and Delinquency Prevention)
Anti-Bullying Bill of Rights Act (N.J.S.A. 18A:37-21) requires the school safety team in each school in the district "… to develop, foster, and maintain a positive school climate by focusing on the on-going, systemic process and practices in the school and to address school climate issues …" and to "review and strengthen school climate and the policies of the school…")
A Comprehensive Approach to Promoting Social, Emotional, and Academic Growth in Contemporary Schools. Osher, D., Sprague, J., Weissberg, R.P., Axelrod, J., Keenan, S., Kendziora, K., and Zins, J. (2007). Best practices in school psychology V, Vol. 4. National Association of School Psychologists.
Altering school climate through school-wide positive behavioral interventions and supports: Findings from a group-randomized effectiveness trial. Bradshaw, C., Koth., Thornton, L., and Leaf, P. (2009). Prevention Science, 10(2), 100-115.
A Meta-Analysis of Research on the Mediated Effects of Principal Leadership on Student Achievement : Examining the Effect Size of School Culture on Student Achievement as an Indicator of Teacher Effectiveness Bulris, Mark Ellsworth (East Carolina University, 2009). Dissertation.
The effects of school culture and climate on academic achievement. MacNeil, A.J., Prater, D.L., and Busch, S. (2009). International Journal of Leadership in Education, (12)1, 73-84.
The Expect Respect Project: Creating a positive elementary school climate. Meraviglia, M.G., Becker, H., Rosenbluth, B., Sanchez, E., and Robertson, T. (2003). Journal of Interpersonal Violence, 18(11), 1347-1360.
The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions. Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D., and Schellinger, K.B. (2011). Child Development. 82(1), 405-432.
Improving academic achievement through improving school climate and student connectedness. Osher, D., Spier, E., Kendziora, K., and Cai, C. (2009, April). Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA.
The interface of school climate and school connectedness and relationships with aggression and victimization. Wilson, D. (2004). Journal of School Health, 74(7), 293-299.
Organizing schools for improvement: Lessons from Chicago. Bryk, A.S., Sebring, P.B. Allensworth, E., Luppesco, S., and Easton, J.Q. (2010). Chicago: University of Chicago Press.
Powerful learning environments: the critical link between school and classroom cultures. Finnan, C., Schnepel, K., and Anederson, L. (2003). Journal of Education for Students Placed At Risk, 8(4), 391-418.
School climate and implementation of a preventive intervention. Gregory, S., Henry, D.B., and Schoeny, M.E. (2007). American Journal of Community Psychology, 40(3), 250-260.
The School Climate Challenge: Narrowing the Gap Between School Climate Research and School Climate Policy, Practice Guidelines and Teacher Education Policy
School climate factors relating to teacher burnout: A mediator model. Grayson, J.L. and Alvarez, H.K. (2008). Teaching and Teacher Education, 24(5): 1349-1363.
School climate predictors of school disorder: Results from a national study of delinquency prevention in schools. Gottfredson, G., Gottfredson, D., Payne, A. and Gottfredson, N. (2005). Journal of Research in Crime and Delinquency. 42(4), 412-444.
School climate: Research, policy, teacher education and practice. Cohen, J., McCabe, E.M., Michelli, N.M., & Pickeral, T. (2009). Teachers College Record, 11(1), 180-213.
School climate research summary – January 2010. School Climate Brief, 1(1).
School Climate Research Summary. Thapa, A., Cohen., J., Higgins-D'Alessandro, A., and Guffey, S. (2012). School Climate Brief, No. 3. National School Climate Center, New York, NY.
Social competence, social support, and academic achievement in minority, low-income, urban elementary school children. Elias, M.J. and Haynes, N.M. (2008). School Psychology Quarterly, 23(4), 474-495.
What works in character education: A report for policy makers and opinion leaders. Berkowitz, M.W., and Bier, M.C. (2005).
Whole school improvement and restructuring as prevention and promotion: Lessons learned from STEP and the project on high-performance learning communities. Felner, R.D., Favazza, A., Shim, M. Brand, S., Gu, K., and Noonan, N. (2001). Journal of School Psychology, 39, 177-202.
Youth perceptions of life in school: Contextual correlates of school connectedness in adolescence. Whitlock, J.L. (2006). Applied Developmental Science, 10(1), 13-29.
Zero tolerance, zero evidence
Office of Juvenile Justice and Delinquency Prevention, U.S. Department of Justice
Office of Safe and Drug-Free Schools Expert Panel, United States Department of Education
Olweus Bullying Prevention Program
PeaceBuilders: Creating Safe, Positive Learning Environments
Positive Behavioral Interventions and Supports
Preventing Drug Abuse Among Children and Adolescents: A Research-based Guide for Parents, Educators and Community Leaders, National Institute on Drug Abuse
The Resiliency Center
Resiliency in Action
Safe and Sound: An Educational Leader's Guide to Evidence-Based Social and Emotional
Learning (SEL) Programs, Collaborative for Academic, Social, and Emotional Learning
- Youth in the Middle: Envisioning and Implementing a Whole-School Youth Development Approach – A guide for middle school leaders
- Designing School Improvement to Enhance Classroom Climate for All Students
- Dropout Prevention: Do Districts Pursue Best Practice Recommendations?
- Embedding Bullying Interventions into a Comprehensive System of Student and Learning Supports
- Schools as Caring Learning Communities
- What is a Comprehensive Approach to Student Supports?
N.J.A.C. 6A:16-7.1(a), Code of Student Conduct (District boards of education are required to "… to develop, adopt and implement a code of student conduct which establishes standards, policies and procedures for positive student development and student behavioral expectations …")
New Jersey Department of Education School Law Decisions (Commissioner of Education decisional law affecting education; School Ethics Commission decisions; State Board of Examiners decisions)
American School Counselor Association
American Federation of Teachers (AFT)
Association of Student Assistance Professionals of New Jersey
Association for Supervision and Curriculum Development
Character Education Partnership
Council on Chief State School Officers
National Association of Elementary School Principals
National Association of Secondary School Principals
National Association of Pupil Services Administrators
National Association of School Psychologists
National Education Association
National Parent-Teacher Association
National School Boards Association
National Association of School Psychologists
New Jersey Alliance for Social, Emotional and Character Development
New Jersey Association for Supervision and Curriculum Development
New Jersey Association of Pupil Services Administrators
New Jersey Association of School Administrators
New Jersey Association of School Psychologists
New Jersey Association of School Social Workers
New Jersey Education Association (NJEA)
New Jersey Parent-Teacher Association
New Jersey Principals and Supervisors Association
New Jersey School Boards Association
New Jersey School Counselors Association
- The New Jersey School Counseling Initiative: A Framework for Developing Your Comprehensive School Counseling Program