School Climate: Practices for Implementation and Sustainability

The National School Climate Center (NSCC) School Climate Practice Briefs -- Practices for Implementation and Sustainability -- present the latest in research and best practice for effective school climate reform from leading experts. The 11 issues selected to be included in this set of Practice Briefs are based on NSCC's decade-long work with the entire academic community -- teachers, staff, school-based mental health professionals, students and parents -- to improve a climate for learning.These School Climate Briefs for Implementation and Sustainability focus on both the "what?" - what are the foundational standards, research and measurements of school climate; and the "so what?" - what practices individuals, schools and communities can employ to measure and improve school climate for maximum impacts. We encourage a review of the entire set of Briefs as they demonstrate how school climate aligns with current opportunities and challenges schools face to ensure quality, safe, equitable and engaging environments for students and adults

What Students Tell Us About School If We Ask

This article examines what school climate factors students perceive as helping them be successful in school, and what school administrators can do to aid the process. Specifically, the questions that drove this inquiry were How does sociocultural theory impact student voice and student engagement in the classroom? How does caring pedagogy impact student voice and student engagement in the classroom? What school climate factors do students perceive as helping them to be successful in school

The Value of Friendship for Education

In lieu of an abstract, here is the article\u27s first paragraph: Western philosophers have enthusiastically praised friendship. A few intellectuals have raised doubts about it, such as Thomas Hobbes and Søren Kierkegaard, but friendship has inspired many others, including Aristotle, Francis Bacon, C.S. Lewis, and Mary E. Hunt, who have esteemed its benefits, especially the reciprocal commitment to nurture each friend\u27s \u27best self\u27

Evaluation of Support Facilities for institutionalized Orphans in Nigeria

A supportive environment is critical to the realization of the full potential of any child, not excluding orphans. Being institutionalized – although much better than living on the streets or with abusive relatives – can never substitute for the benefits of being raised by caring parents. The surest way of providing a child with a simulation of an experience of parental care and affection is by ensuring a supportive environment for the child right in the midst of institutionalization, and the way to achieve this is by putting the necessary support facilities in place. This paper examined the support facilities needed to create a supportive environment for institutionalized orphans; as well as the adequacy of such support facilities in institutions/orphanages in Nigeria. Recommendations for improvement were further mad

Feeling our way: academia, emotions and a politics of care

This paper aims to better understand the role of emotions in academia, and their part in producing, and challenging, an increasingly normalized neoliberal academy. It unfolds from two narratives that foreground emotions in and across academic spaces and practices, to critically explore how knowledges and positions are constructed and circulated. It then moves to consider these issues through the lens of care as a political stance towards being and becoming academics in neoliberal times. Our aim is to contribute to the burgeoning literature on emotional geographies, explicitly bringing this work into conversation with resurgent debates surrounding an ethic of care, as part of a politic of critiquing individualism and managerialism in (and beyond) the academy. We consider the ways in which neoliberal university structures circulate particular affects, prompting emotions such as desire and anxiety, and the internalisation of competition and audit as embodied scholars. Our narratives exemplify how attendant emotions and affect can reverberate and be further reproduced through university cultures, and diffuse across personal and professional lives. We argue that emotions in academia matter, mutually co-producing everyday social relations and practices at and across all levels. We are interested in their political implications, and how neoliberal norms can be shifted through practices of caring-with

The Adolescent Brain: New Research and Its Implications for Young People Transitioning From Foster Care

Outlines the developmental process adolescents undergo to become healthy, connected, and productive adults; implications for foster care youth, who often lack the supports needed to gain self-regulation, coping, and resiliency skills; and recommendations

Social capital in the lives of young carers

The research sought to answer the following research questions: to what extent do different forms of social capital impact on current and future opportunities for young carers; to what extent can various agencies and significant others (including teachers, young carers' projects and friends) help young carers to identify and build on the types of social capital they identify as important to them

Family Supportive Supervision Around the Globe

Family-supportive supervision (FSS) refers to the degree to which employees perceive their immediate supervisors as exhibiting attitudes and behaviors that are supportive of their family role demands (Hammer, Kossek, Zimmerman, & Daniels, 2007; Kossek, Pichler, Bodner & Hammer, 2011: Thomas & Ganster, 1995). A growing body of research suggests that leaders\u27 and supervisors\u27 social support of employees\u27 needs to jointly carry out work and family demands is important for general health and job attitudes, such as satisfaction, work-family conflict, commitment, and intention to turn over (Hammer, Kossek, Anger, Bodner, & Zimmerman, 2009; Kossek et al., 2011). Thus, employee perceptions of FSS are critical to individual well-being and productivity (Hammer, Kossek, Yragui, Bodner, & Hansen, 2009). [excerpt