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School as haven: Transforming school environments into welcoming learning communities

Author

Listed:
  • Bryant, Virletta C.
  • Shdaimah, Corey
  • Sander, Rebecca L.
  • Cornelius, Llewellyn J.

Abstract

This study investigated school factors that impact attendance. Interviews and focus groups with over 60 key stakeholders from five Maryland counties were conducted. Respondents indicated that despite individual, family, and community factors that contribute to non-attendance, students will attend a school that is intentional about creating a welcoming climate that is supportive and academically stimulating. Attendance can be improved when schools evaluated policies that may unintentionally deter student attendance, when students feel heard by school personnel, and when students are given opportunities to establish supportive relationships with caring adults in and out of the classroom.

Suggested Citation

  • Bryant, Virletta C. & Shdaimah, Corey & Sander, Rebecca L. & Cornelius, Llewellyn J., 2013. "School as haven: Transforming school environments into welcoming learning communities," Children and Youth Services Review, Elsevier, vol. 35(5), pages 848-855.
    • Handle: RePEc:eee:cysrev:v:35:y:2013:i:5:p:848-855
    DOI: 10.1016/j.childyouth.2013.02.001
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    Citations

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    Cited by:

    1. Sulkowski, Michael L. & Michael, Kurt, 2014. "Meeting the mental health needs of homeless students in schools: A Multi-Tiered System of Support framework," Children and Youth Services Review, Elsevier, vol. 44(C), pages 145-151.
    2. de Haan, Irene & Joy, Eileen & Beddoe, Liz & Iam, Sark, 2019. "“The tip of the iceberg”: Multiple thresholds in schools' detecting and reporting of child abuse and neglect," Children and Youth Services Review, Elsevier, vol. 96(C), pages 278-285.
    3. Chung, Saras & McBride, Amanda Moore, 2015. "Social and emotional learning in middle school curricula: A service learning model based on positive youth development," Children and Youth Services Review, Elsevier, vol. 53(C), pages 192-200.
    4. Contreras, Dante & González, Luis & Láscar, Samuel & López, Verónica, 2022. "Negative teacher–student and student–student relationships are associated with school dropout: Evidence from a large-scale longitudinal study in Chile," International Journal of Educational Development, Elsevier, vol. 91(C).
    5. Semanchin Jones, Annette & Bowen, Elizabeth & Ball, Annahita, 2018. "“School definitely failed me, the system failed me”: Identifying opportunities to impact educational outcomes for homeless and child welfare-involved youth," Children and Youth Services Review, Elsevier, vol. 91(C), pages 66-76.

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