School climate revisited

This article is by our partner Dr Maria Peek. Maria studied PBIS and school climate for her PhD — she knows her stuff.

There has rarely been a time when school climate was more important. It is always paramount to maintain a climate conducive to positive learning experiences; at any moment of uncertainty or change, this becomes even more challenging — and more important — than usual.

As staff and students navigate new routines and shifting expectations, many will struggle with the changes. The departure from established norms will impact all students, especially those already at risk for behavioural issues. There are many factors involved in building and maintaining a positive climate, and that climate impacts every aspect of school success — from pupil–teacher interaction, to teaching and learning practices, to the school's overall organisational structure.

Relationships are more important than ever

All students need positive rapport with school staff and an atmosphere of mutual trust. Prioritise relationships, especially when there is uncharted territory that staff and students need to navigate together.

• Greet students at the door as they enter your classroom, and demonstrate your enthusiasm for building rapport with all students.
• Learn students' names quickly, and address them by name whenever possible.
• Take a few moments throughout the day to ask questions and learn about each student as an individual.
• Use knowledge of students to provide specific and relevant examples in your teaching.
• Make the first contact with parents or guardians — share positive observations and begin building rapport early.

Communication is key

In order to maintain a climate of trust, two-way communication must be prioritised. Leaders need to ramp up communication with students and staff — not only to share information, but also to gather feedback and keep a finger on the pulse of the school environment.

• Provide communication updates more frequently than usual, and address the issues that matter to your community.
• Create opportunities for parents and community members to ask questions and provide feedback.
• Use open-ended surveys or other tools to collect concerns.
• Operate an open-door policy, and ensure all stakeholders know you are approachable.
• Share information about available supports — counselling staff, social workers, and other services.

Individual students need individual supports

The importance of individual supports for at-risk students cannot be overstated. A proactive approach to assist students who need extra support is essential.

• Ensure all relevant staff have access to documentation on academic and behavioural supports for individual students.
• Use FBAs or other methods of analysing behaviour early when students show signs of being at risk.
• Build in time for colleagues who teach the same students to communicate and collaborate.
• Proactively share both positive observations and concerns with parents as they emerge.

Be world class at the basics

Schools can prevent a large number of behavioural issues by teaching, reteaching, and modelling the key habits they need students to adopt.

• Deliver a clear, concise list of expectations — five or six maximum — to all students, both verbally and in writing.
• Teach these expectations explicitly, and revisit them when students begin to veer off course.
• Praise students specifically when they abide by expectations.
• Share rules and expectations in multiple ways: handbooks, the school website, announcements, and in class.

Dr Maria Peek can be followed at @drmariapeek on Twitter.