Urban secondary students' explanations for the school climate‐achievement association

• DOI: 10.1002/pits.22872
• Publication Date: 2023-02-09T19:48:21Z
• Authors: Regina J. Giraldo...; Laura Fogarty; Steven Sanders; Adam Voight
• Keywords: Classroom climate; School Climate

Abstract This phenomenological qualitative study describes students' experiences and counter‐stories of school climate how matters for their academic achievement in an urban district. The uses a critical race perspective to help understand contextual influences on climate. Data were collected through eight focus group interviews comprised students conducted middle high schools large Midwest Themes emerged within each domain: teacher support, expectations, safety, peer social emotional competence. results describe experience climate—perception safety with mix safe unsafe home‐community climate—and demonstrate acknowledge the relationship between achievement. Urban secondary are observant social‐emotional learning peers maintain awareness differences as expressed counter‐stories. findings advanced our understanding contexts where social‐contextual‐struggles experienced by people color affect experiences. discussion includes practical implications educators administrators directions future research.