Establishing Schools that Model Kindness and Nurture Social and Emotional Development: A Crucial Addition to Academic Programming

Group Submission Type: Panel Session

Proposal

The theme of the CIES 2018 conference, “Re-mapping Global Education” highlights new levels of cooperation in advancing theory and effective practice for improved education around the world. This panel is designed to inform a narrative about what is important in shifting the social field in the institutions of education and community toward a more caring, supportive and egalitarian culture for learning. Schools tend to reflect the values and cultural norms of the social contexts in which they are a part of, which may foster dimensions of the school culture that support student growth such as those mentioned above or seriously limit them. There is much that can be learned about the interdependency of social context, school culture and climate, and education outcomes through the cross-fertilization of ideas from research and programs developed in different geo-political and social contexts. In this panel presentation, the audience will be provided with an opportunity to participate in an exchange of ideas on the topic.
Findings from research over the past two decades, mostly from high income countries, have associated certain aspects of a positive school climate with improved learning outcomes and attendance, reduced violence prevalence, and a number of positive social and emotional outcomes for students such as improved self-esteem, motivation to learn and overall wellbeing (Thapa et al., 2013).
Schools in lower resourced countries are often characterized by a school culture that is not positive or supportive and a high prevalence of school-related gender-based violence (SRGBV), including bullying, harsh punishment and sexual harassment. The most vulnerable children such as children living in poverty, children of ethnic minorities and children with disabilities may be discriminated against and ostracized. Both students’ perception of being safe, both physically and emotionally, and the experience of violence have been shown to mediate learning outcomes (RTI, 2013; Kibriya et al., 2015; Psaki et al., 2017).
Presenters in this panel will present research and methodologies that focus on building a positive school climate for learning, developed and implemented in Malawi and Uganda.
The panel begins with a presentation from Miske and Associates’ ongoing work in Malawi, which provides a holistic approach to building a safe classroom environment that embraces gender equality and inclusion.
In the second presentation the impact of the Raising Voices Good School Program on reducing violence and enhancing students sense of connection to their school – their ‘sense of belonging’ in the school.
The final presentation will present RTI’s Journeys Program, which applies a variety of awareness-building social technologies to promote agency and collective actions for building positive and supportive school climate for learning.
Establishing a school culture that supports the wellbeing of both teachers and students, strengthens students’ social and emotional skills, and promotes inclusion and a violence-free environment is important as an end in itself. As a mediator of school performance, a positive school culture is also a crucial addition to promising new curriculums for improving learning outcomes, holding potential for enhancing learning gains even more.



Kibriya, S., et al. (2016). The effects of school-related gender-based violence on academic performace: Evidence from Botswana, Ghana, and South Africa. ISBN978-1-4951-7144-4. Independent Publisher.
Psaki, S. (2017). Associations between Violence in School and at Home and Education Outcomes in Rural Malawi: A Longitudinal Analysis. Comparative Education Review, vol. 61, no. 2.
RTI International. 2013. Literature Review on the Intersection of Safe Learning Environments and Educational Achievement. Washington, DC: U.S. Agency for International Development.
Thapa, A., et al. 2013, A Review of School Climate Research, Review of Educational Research, Vol. 83, Issue 3, AERA

Sub Unit

• SIG: Africa

Chair

• Kara Janigan, OISE, University of Toronto

Individual Presentations

• Fostering safer learning environments in Malawian schools and classrooms - Kara Janigan, OISE, University of Toronto

• Preventing violence against children at school: A new approach to an old problem - Katharina Anton-Erxleben, Raising Voices

• Shifting the school norm in Uganda: The Journeys Initiative - Geri Burkholder, RTI International

Discussant

• Joseph Destefano, RTI International