Psychological Principles for Creating a Social Environment to Support Student Learning and Well-Being

• In Event: Top 20 Principles From Psychology for Pre-K–12 Teaching and Learning

Abstract

Summary
Five psychological principles are particularly important for creating a social environment to support student learning and well-being:
1. Learning is situated within multiple social contexts
2. Interpersonal relationships and interpersonal communication are critical to both the teaching-learning process and the social development of students.
3. Emotional well-being influences educational performance, learning, and development.
4. Expectations for classroom conduct and social interaction are learned and can be taught using proven principles of behavior and effective classroom instruction.
5. Effective classroom management is based on (a) setting and communicating high expectations, (b) consistently nurturing positive relationships, and (c) providing a high level of student support.

This presentation draws on psychological theory and research to inform the creation of a classroom ecology that fosters social, emotional, and behavioral well-being of students and facilitates learning. Of the 5 listed principles, 3 will be discussed in detail, with a focus on explaining each principle, presenting the underlying psychological science, and drawing implications for teaching-learning interactions in the classroom.
Principle 1 addresses the role of the child’s social ecology that extends beyond the classroom to include family, peer group, and community. In particular, the array of cultural influences has implications for both understanding and influencing student functioning within the classroom. It is critical that teachers are aware of the cultural experiences of students at individual, interpersonal, and collective levels and consider how these influence classroom dynamics and responsiveness to academic content.
Principle 2 addresses the interpersonal nature of PreK-12 classrooms and the implications of teacher-student and student-student relationships for learning and social, emotional, and behavioral functioning of students. Implications of this principle pertain to creating a safe and secure classroom environment, teaching and supporting communication skills, establishing norms that support cooperation and caring, and ensuring peaceful resolution of conflict.
Principle 5 addresses the importance of classroom management for creating a safe and supportive environment that fosters learning, and delineates the critical features of effective classroom management: high behavioral expectations, positive relationships, and student support. Implications for teachers pertain to establishing predictable environments with clear expectations and high ratio of positive to negative consequences. School practices include establishing system-wide positive behavior management programs that include the use of restorative practices and social-emotional learning, and reflect consistency across students and staff. Reflecting on Principle 1, the importance of and strategies for establishing culturally responsive systems that consider the diverse cultural experiences of students and staff will also be discussed.

References
Durlak, J., Dymnicki, A., Taylor, R., Schellinger, K. Weissberg, R. (2011). The impact of enhancing students' social and emotional learning: a meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432. doi: 10.1111/j.1467-8624.2010.01564.x
Rothstein-Fisch, C. & Trumball, E. (2008). Managing diverse classrooms: How to build on students’ cultural strengths. Alexandria, VA: Association for Supervision and Curriculum Development.
Weinstein, C., Tomlinson-Clarke, S., & Curran, M. (2004). Toward a conception of culturally responsive classroom management. Journal of Teacher Education 55, 25-38.

Author

• Bonnie K. Nastasi, Tulane University