考虑气候背景:在多样化的高中生中检查促进性和惩罚性学校特征
Ashley Bazin1, Maryse Richards2, Akila Raoul2
1Department of Psychology, Smith College, Northampton, MA, USA.
Journal of prevention & intervention in the community
|August 16, 2025
概括
促进积极的学校特征,如恢复性实践和心理健康支持,显著提高学生的福祉和性. 这些促进因素在为所有学生创造公平的学校环境方面,比惩罚性措施更具影响力.
科学领域:
- 青少年心理学 青少年心理学
- 教育心理学教育心理学
- 学校气候研究学校气候研究
背景情况:
- 学校对于青少年的发展至关重要,它会影响青少年的性和幸福感.
- 学校的特点可以是惩罚性的 (例如,排斥性纪律) 或促进性的 (例如,恢复性实践,心理健康资源).
- 促成因素与积极结果相关,而惩罚因素与负面结果相关,特别是对于边缘化的学生.
研究的目的:
- 调查学校促进性和惩罚性特征对青少年幸福感的综合影响.
- 检查学校的气候 (安全,公平,归属) 是如何受到这些特征的影响.
- 确定最能预测积极气候结果的特定促销元素.
主要方法:
- 在中西部的高中生进行的在线调查.
- 学生们报告了他们经历的促成和惩罚性学校特征.
- 学生们评价了他们对学校气候的看法,包括安全,公平和归属.
主要成果:
- 促进性学校因素独特而积极地预测了气候结果,超过了惩罚性因素的影响.
- 教师/工作人员支持和心理健康资源对学生对学校气候的看法产生了最强烈的积极影响.
- 虽然种族群体在整体气候感知上有所不同,但促成因素对所有群体都产生了类似的影响.
结论:
- 专注于促进学校的特点是促进公平和积极的学习环境的关键.
- 教育工作者和政策制定者应优先考虑恢复性实践和心理健康支持,以增强学生的性和福祉.
- 利用促成因素可以创造一个环境,让所有学生都可以壮成长,无论他们的背景如何.
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