School Climate and Student Behavioral Problems

Abstract

In recent decades, the world’s scientific and professional literature has been increasingly interested in contextual factors at the school level that support the academic and psychosocial outcomes of schooling. One of the constructs that is considered to be the key to improving the overall development of students is school climate. Although the available empirical material abounds in evidence of the effects of school climate on the academic and psychosocial outcomes of education, this link continues to attract the attention of researchers.

The aim of this paper is to systematically consider the connection between school climate and student behavioral problems. Upon having an insight into numerous studies dealing with the issue, one can notice the connection between different forms of externalizing and internalizing behavioral problems, along with the indicators of a negative school climate, such as: vaguely set rules of conduct, teachers who do not motivate nor monitor students’ work and progress, lack of disciplinary measures, teaching without the use of modern forms and methods of work, inadequate reward for student achievements, negative classroom climate, bad relationships, poor cooperation with parents, etc.

It is quite certain that the school environment, along with all its characteristics, climate and the way its is organized, directly or indirectly contributes to a specific manner of behaving. In addition to identifying school climate as a factor associated with various forms of externalized and internalized problems in student behavior, we must underscore its importance in reducing and preventing behavioral problems.