Implications

Methodology

Student-teacher relationships contribute to the phenomenon of school climate (Fan, Williams, & Corkin, 2011; Lee, 2012; Thapa, Cohen, Guffey, & Higgins-D’Alessandro, 2013). A considerable amount of research has focused on factors having an effect on school climate. This study examines the research literature addressing student-teacher relationships, student perceptions of school climate, and effective teaching styles while identifying how these factors affect school climate. A database search and a hand search were completed to identify and select articles focusing on aspects of student-teacher relationships and how they affect school climate. Findings suggest student perceptions, gender, race, disability, and family risk factors to be influences on student-teacher relationships, in turn, influencing school climate. Implications for educators and future research are also discussed.

How School Climate is Influenced by Students

Abstract

Research indicates that school climate is shaped by perceptions of the school community including teachers, students, parents, and other community members (Thapa et al., 2013; Wang et al., 2010). Specifically, student perceptions, influenced by social, emotional, civic, ethical and academic experiences, affect their engagement in school (Lee, 2012). When students are engaged in school, they are more likely to succeed. Success in school leads to positive educational experiences. Positive experiences cultivate positive perceptions. Therefore, school climate is a cyclical phenomenon that shapes and is shaped by perceptions (Mattison & Aber, 2007). This implies that teachers, and other school personnel, can positively intervene on students’ perceptions by incorporating positive experiences in schools in an effort to improve the outcomes of the cycle of influence. An effective way to achieve this is to incorporate character based reform or intervention efforts in schools (Thapa et al., 2013).

How Student-Teacher Relationships Influence School Climate: A Literature ReviewAmy S. Larson

References

A keyword search in five specific databases was performed: Education Source, ERIC, Academic Search Complete, Psychology and Behavioral Sciences Collection, and PsycARTICLES. A search for a literature review of school climate was also performed by using the keywords: literature review and school climate. This “Review of School Climate Research” by Thapa et al. (2013) addresses five essential areas of focus: safety, relationships, teaching and learning, institutional environment, and school improvement processes. Finally, a hand search of all articles cited in the “relationships” discussion by Thapa et al. (2013) was performed. The same limiters, inclusion, and exclusion criteria were used for both the database search and the hand search as outlined in the table below. Eleven studies reviewed are quantitative and nine are qualitative with two presenting both types of studies.

Gender, Race and Special Education

Dimensions of school cliamteResearchers have identified processes for teachers and schools attributing to positive school climate such as: an authoritative, demanding and responsive teaching style, teacher training, school character reform, and behavior intervention. These processes have proven to have positive effects on school climate (Cornelius & Herrenkohl, 2004; Gettinger & Stoiber, 2006; Gregory & Cornell, 2009; Lee, 2012; Thapa et al., 2013; Wang et al., 2010).

Inclusion Criteria Exclusion CriteriaPeer Reviewed Articles International Studies2000-2013 Charter SchoolsPublic School Private SchoolsKey Words: school environment, teacher-student relationships, effects, study

Higher Education

Dimensions of School ClimateExplained by Thapa, Cohen, Guffey, & Higgins-D’Alessandro (2013)

Safety Consistent enforcement of school discipline and availability of caring adults are associated with school safety.

Relationships One of the most important aspects of relationships in schools is how connected people feel to each other.

Teaching and Learning Research supports the notion that a positive school climate promotes the ability to learn.

Institutional Environment a.) school connectedness – belief by students that adults care about themb.) physical layout - surroundings, resources, supplies

School Improvement Process Research reveals the most effective character- based education programs are incorporated into the curriculum and developed holistically with the school community.

Explained by Wang, Selman, Dishion, & Stormshak (2010)Academic Purpose Serious and orderly climate where teachers believe in students and they work hard to succeed.

Discipline and Order Degree to which students behave in school and adults treat them fairly and equitably.

Peer Relationships Positive peer interactions are positively associated with behavior and emotional issues.

Student-Teacher Relationships Students who perceive supportive, responsive relationships with their teacher have better achievement and fewer behavior problems.

This conceptual framework illustrates the cyclical phenomenon of school climate and how it is influenced specifically by student experiences and perceptions.

Brown, J. L., Jones, S. M., LaRusso, M. D., & Aber, J. L. (2010). Improving classroom quality: Teacher influences and experimental impacts of the 4Rs program. Journal of Educational Psychology, 102(1), 153-167.Brown, M. R., Higgins, K., & Pierce, T. (2003). Secondary students' perceptions of school life with regard to alienation: The effects of disability, gender and race. Learning Disability Quarterly, 26(4), 227-238. Cornelius, L. L., & Herrenkohl, L. R. (2004). Power in the classroom: How the classroom environment shapes students' relationships with each other and with concepts. Cognition & Instruction, 22(4), 467- 498. Corrigan, M. W., Klein, T. J., & Isaacs, T. (2010). Trust us. Journal of Research in Character Education, 8(2), 61-73. Fan, W., Williams, C. M., & Corkin, D. M. (2011). A multilevel analysis of student perceptions of school climate: The effect of social and academic risk factors. Psychology in the Schools, 48(6), 632-647.Gettinger, M., & Stoiber, K. C. (2006). Functional assessment, collaboration, and evidence-based treatment: Analysis of a team approach for addressing challenging behaviors in young children. Journal of School Psychology, 44(3), 231-252.Gregory, A., & Cornell, D. (2009). “Tolerating” adolescent needs: Moving beyond zero tolerance policies in high school. Theory into Practice, 48(2), 106-113. Hamre, B. K., & Pianta, R. C. (2001). Early teacher–child relationships and the trajectory of children's school outcomes through eighth grade. Child Development, 72(2), 625. Helding, K., & Fraser, B. (2013). Effectiveness of national board certified (NBC) teachers in terms of classroom environment, attitudes and achievement among secondary science students. Learning Environments Research, 16(1), 1-21. LeBel, T. J., Kilgus, S. P., Briesch, A. M., & Chafouleas, S. (2010). The impact of training on the accuracy of teacher- completed direct behavior ratings (DBRs). Journal of Positive Behavior Interventions, 12(1), 55-63. Lee, J. (2012). The effects of the teacher–student relationship and academic press on student engagement and academic performance. International Journal of Educational Research, 53, 330-340. Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370-96.Mattison, E., & Aber, M. (2007). Closing the achievement gap: The association of racial climate with achievement and behavioral outcomes. American Journal of Community Psychology, 40(1), 1-12. National School Climate Council. (2013). National school climate center. Retrieved from http://www.schoolclimate.orgNelson, J. A. P., Caldarella, P., Adams, M. B., & Shatzer, R. H. (2013). Effects of peer praise notes on teachers' perceptions of school community and collegiality. American Secondary Education, 41(3), 62-77. Osterman, K. F. (2000). Students' need for belonging in the school community. Review of Educational Research, 70(3), 323. Shirley, Erica L. M., & Cornell, D., G. (2011). The contribution of student perceptions of school climate to understanding the disproportionate punishment of african american students in a middle school. School Psychology International, 33(2), 115-134. Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83(3), 357-385.Uline, C. L., Wolsey, T. D., Tschannen-Moran, M., & Lin, C. (2010). Improving the physical and social environment of school: A question of equity. Journal of School Leadership, 20(5), 597-632. Wang, Ming-Te, Selman, R. L., Dishion, T. J., & Stormshak, E. A. (2010). A tobit regression analysis of the covariation between middle school students' perceived school climate and behavioral problems. Journal of Research on Adolescence (Wiley-Blackwell), 20(2), 274-286.

Research reveals perceptions of student-teacher relationships vary greatly depending on the student’s ethnic group, gender, or whether the student has disabilities. In addition, gender, ethnicity, and placement in special education are strong factors in determining whether students perceive school to be alienating (Brown et al., 2003). When students feel alienated they are less likely to be engaged in school; therefore, academic achievement decreases because engagement decreases (Brown, Higgins, & Pierce, 2003).

Limitations in the measurement of school climate include the inability to assess every possible risk factor that influences perceptions of school climate, due to the limited scope of a study (Fan et al., 2011; Lee, 2012). The emphasis for future research should focus on the risk factors that are most likely to foster change.

Future Research