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ERIC Number: EJ1262800
Record Type: Journal
Publication Date: 2020
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2168-3603
EISSN: N/A
Exploring Perceptions of School Climate among Secondary Students with Varying Discipline Infractions
Fefer, Sarah A.; Gordon, Kayla
International Journal of School & Educational Psychology, v8 n3 p174-183 2020
This study explores the relationship between discipline and perception of school climate among students in Grades 5 through 12 (N= 769). Students reported how many times they got in trouble (i.e., sent to the office, detention, suspension) and rated their perceptions of school climate overall and on specific subscales. The results suggest that students with no contact with school discipline had more positive perceptions of overall school climate as well as teacher--student relations, student--student relations, emotional engagement, positive behavioral techniques, clarity of expectations, and the use of social emotional learning techniques than students who reported any contact with school discipline. Results suggest that discipline infractions are associated with more negative perceptions of school climate and provide a rationale for the use of proactive approaches to school discipline as a way to enhance student perceptions of school climate.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Junior High Schools; Middle Schools; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Massachusetts
Grant or Contract Numbers: N/A