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Bullying, School Violence, and Climate in Evolving ContextsCulture, Organization, and Time$
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Ron Avi Astor and Rami Benbenisthty

Print publication date: 2018

Print ISBN-13: 9780190663049

Published to Oxford Scholarship Online: December 2018

DOI: 10.1093/oso/9780190663049.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 25 September 2021

School Climate

School Climate

(p.182) Chapter 10 School Climate
Bullying, School Violence, and Climate in Evolving Contexts

Ron Avi Astor

Rami Benbenishty

Oxford University Press

This chapter reviews the conceptualization and definitions of school climate and examines evidence regarding its correlates and consequences. The review indicates that there are multiple ambiguities in current conceptualizations of climate. The roles of school violence, bullying, and safety are not consistent across definitions. Most definitions focus on climate as it relates to individuals. Far less attention has focused on the school as whole, overlooking to a large extent school level issues, including school subcontexts that have particular subclimates (e.g. “unowned spaces”). The role of the district is also sorely missing. It discusses the importance of conceptualizing and measuring multiple perspectives on school climate, both on the individual and school level. The chapter presents a cross-lagged study of the relationships between school climate, violence, and academic achievement over time in a large and representative study of all schools in California. Finally, the chapter discusses climate improvement programs, interventions, and practices.

Keywords:   climate, multiple perspectives, safety, school violence, bullying, context, climate improvement, cross-lagged, academic achievement, unowned spaces

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