Session: Who, What, Where, Why, and How: Expanding Our Knowledge of School Climate (Society for Prevention Research 23rd Annual Meeting)

School climate is a frequent target for school improvement initiatives (U.S. Department of Education, 2010) as it has been associated with reductions in student disruptive behavior as well as improvements in prosocial behaviors (for a review see Thapa et al., 2013). As the evidence-base grows, there remains a need for research that moves beyond assessing associations to understanding how and for whom school climate matters. This symposium includes three papers that use advanced multi-level methodologies, observational and administrative data, and unique samples (i.e. Parochial Schools) to begin to answer these complex questions in middle and high schools. Additionally, a discussant with considerable expertise in evaluating school improvement initiatives will synthesize common themes, focusing on the relevance to practice and policy.  

The first paper in the symposium uses administrative data to connect school climate with an understudied outcome, students’ daily attendance. Multi-level latent profile analysis identified groups of students with similar perceptions of school climate. Analyses showed that middle and high school students in the negative school climate class were more likely to be in schools with higher rates of chronic absenteeism. 

The second paper provides a test of the “Broken Windows” theory in high schools. It includes observations of the school physical and social environment and using a multi-level meditational model connects these with student perceptions of school climate and their involvement in violence. Findings support the relevance of social disorganization theory for schools, particularly as it operates through modifying perceptions about rules and consequences. 

The final paper utilizes a sample of Parochial middle schools to examine the role of religiosity in moderating the association between stress and substance use. Multi-level structural equation modeling supports a relationship between students’ self-reported stress and their substance use for Catholic students, but finds that the moderating role of religiosity is context dependent. This paper highlights the existence of novel aspects of climate that may be particularly relevant to non-public schools.

In conclusion, this symposium offers the opportunity to highlight novel, complex explorations into the who, what, where, why and how of school climate. This is timely given the increased emphasis on creating safe environments for learning as evidenced by recent initiatives sponsored by both the Department of Education and the Department of Justice. The symposium discussant will provide further contextualization of these findings highlighting their relevance for improving student academic and behavioral outcomes.