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School Climate

In: Students' Experiences and Perspectives on Secondary Education

Author

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  • Emer Smyth

    (Economic and Social Research Institute, Social Research Division)

Abstract

Taking a longitudinal perspective reveals important changes in the dynamic of the teacher−student relationship as young people move through the secondary school system. First year appears as a honeymoon period in which positive interaction (praise) outweighs negative interaction (reprimand). Over the course of lower secondary education, the frequency of positive interaction declines while negative interaction becomes more common. There is a slight improvement in teacher−student relations after the transition to upper secondary education. Some students, particularly working-class boys, become caught up in a cycle of being reprimanded and ‘acting out’ through misbehaviour in response. For many, this cycle is found to culminate in early school leaving or educational failure. The nature of interaction with teachers is found to influence a wide range of student outcomes, not only academic performance but also self-image and stress levels.

Suggested Citation

  • Emer Smyth, 2016. "School Climate," Palgrave Macmillan Books, in: Students' Experiences and Perspectives on Secondary Education, chapter 0, pages 95-114, Palgrave Macmillan.
    • Handle: RePEc:pal:palchp:978-1-137-49385-9_4
    DOI: 10.1057/978-1-137-49385-9_4
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