How is it defined?
A supportive school environment is important for a student’s growth and development (Li, 2022). The teaching and learning that takes place at school plays a crucial role in ensuring a positive school climate and academic achievement (Cohen et al., 2009). Schools can help foster student learning by introducing quality teaching practices including setting visible and challenging goals, quality feedback, and meta-cognitive strategies (Hattie, 2009).
The Learning Bar’s Parent Survey is based on a framework developed by Joyce Epstein designed to foster positive relations between school and community (Epstein et al., 2002). The survey covers parents’ perceptions of their children’s experiences at home and school, as well as the extent to which parents feel the school supports learning and positive behaviour and promotes a safe and inclusive environment.
Why is it important?
- Learning environments that offer independence, provide social support, and acknowledgements of competence are positively related to academic performance (Theis et al., 2020).
- Teacher beliefs and expectations can influence student’s self-perceptions and, consequently, achievement outcomes (Rubie-Davies, 2006).
- When teachers demonstrate how schoolwork relates to students' interests and goals, it can in turn lead to increased student engagement (Assor et al., 2002).
- An educational climate characterized by strong leadership and professional learning for teachers can help support student learning (Amsalu & Belay, 2024).
How do we measure it?
In OurSCHOOL, parents and caregivers respond to five items regarding the educational support provided by the school. The results are reported as "the percentage of parents and caregivers who feel the school provides sufficient support."
References
Amsalu, A., & Belay, S. (2024). Analyzing the contribution of school climate to academic achievement using structural equation modeling. SAGE Open, 14(1).
Assor, A., Kaplan, H., & Roth, G. (2002). Choice is good, but relevance is excellent: Autonomy‐enhancing and suppressing teacher behaviours predicting students' engagement in schoolwork. British Journal of Educational Psychology, 72(2), 261-278.
Cohen, J., McCabe, E. M., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. Teachers College Record, 111(1), 180-213.
Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, family, and community partnerships: Your handbook for action (2nd ed.). Corwin Press.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Li, J., Hu, Z., & Pan, L. (2022). Analysis of school support: Systematic literature review of core Chinese-and English-language journals published in 2000–2021. Frontiers in Psychology, 13, 933695.
Rubie‐Davies, C. M. (2006). Teacher expectations and student self‐perceptions: Exploring relationships. Psychology in the Schools, 43(5), 537-552.
Theis, D., Sauerwein, M., & Fischer, N. (2020). Perceived quality of instruction: The relationship among indicators of students’ basic needs, mastery goals, and academic achievement. British Journal of Educational Psychology, 90, 176-192.