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School Climate and Implementation of a Preventive Intervention

  • Original Paper
  • Published:
American Journal of Community Psychology

Abstract

Although there has been wide dissemination of research-based psychosocial prevention programs, a similarly strong research base to guide program implementation has been lacking. Program implementation has been particularly difficult for schools, due partly to insufficient understanding of how school ecologies interact with these programs. This study examined the effects of multiple dimensions of school climate on level and rate of change in implementation of a violence prevention intervention across three school years. Using multi-level modeling, the study found that teacher-reported support between staff and among teachers and students predicted higher average levels of implementation. Teacher-reported administrative leadership predicted greater growth in implementation across 3 years. Findings offer implications for an ecological model of program implementation that considers school-level contextual effects on adoption and sustainability of new programs in schools.

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Acknowledgements

This research was supported by grants from the National Institute of Mental Health (NIMH) and the Centers for Disease Control and Prevention (CDC).

Author information

Authors and Affiliations

  1. Curry School of Education, Clinical and School Psychology, University of Virginia, 405 Emmet Street, Ruffner Hall, Charlottesville, VA, 22904, USA

    Anne Gregory

  2. University of Illinois, Chicago, IL, USA

    David B. Henry & Michael E. Schoeny

Authors
  1. Anne Gregory
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  2. David B. Henry
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  3. Michael E. Schoeny
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The Metropolitan Area Child Study Research Group

Corresponding author

Correspondence to Anne Gregory.

Additional information

The Metropolitan Area Child Study Research Group is a collaboration of (in alphabetical order) Leonard Eron, University of Michigan; Nancy Guerra, University of California, Riverside; David Henry, University of Illinois at Chicago; L. Rowell Huesmann, University of Michigan; Patrick Tolan, University of Illinois at Chicago; and Richard VanAcker, University of Illinois at Chicago.

Appendix A School Climate Measures

Appendix A School Climate Measures

Negative Relationships Climate

Five items from 1 never true to 5 almost always true; average α = .75

  1. 1.

    I often have to justify some people’s actions or opinions to other people at school.

  2. 2.

    I get “caught in the middle” of other people’s problems at school.

  3. 3.

    There are certain staff members at school who are often in conflict with each other.

  4. 4.

    Someone at school shared some important information with me and then asked me not to tell anyone else.

  5. 5.

    People at school tell me their criticisms of others.

Administrative Leadership

Twenty items from 1 never true to 5 almost always true; average α = .96

  1. 1.

    Our principal is a good spokesman before the superintendent and the board for our interests and needs.

  2. 2.

    Time and effort in the curriculum are provided to address the social and emotional needs of students.

  3. 3.

    While I obviously can’t have a vote on every decision that is made in this school that affects me, I do feel that I can have some important input into decisions.

  4. 4.

    The principal is growing and learning, too. He or she is seeking new ideas.

  5. 5.

    The school supports parent growth. Regular opportunities are provided for parents to be involved in learning activities and in examining new ideas.

  6. 6.

    There is definite encouragement for individuals to take increased responsibility at this school.

  7. 7.

    At this school, information flows smoothly through channels.

  8. 8.

    Administration and teachers collaborate towards making this school run effectively; there is little administrator–teacher tension.

  9. 9.

    Activities and meetings are carefully planned and organized.

  10. 10.

    Each teacher and staff member thoroughly understands the goals and policies of this school.

  11. 11.

    Teachers are encouraged to innovate in their classroom rather than to conform.

  12. 12.

    When a student comes along who has special problems, this school works out a plan that helps that student.

  13. 13.

    Students are encouraged to be creative rather than to conform.

  14. 14.

    Careful effort is made, when new programs are introduced, to adapt them to the particular needs of this community and this school.

  15. 15.

    Each staff member is clear about his or her responsibilities.

  16. 16.

    The principal, teachers and staff agree on goals and standards at this school.

  17. 17.

    The administration at this school really encourages teachers to grow in their skills and abilities.

  18. 18.

    The principal works to help me succeed in meeting the special needs of students.

  19. 19.

    The administration at this school trusts the judgment of teachers in solving problems.

  20. 20.

    There is enough time in the school calendar to accomplish almost all that teachers are expected to accomplish.

Supportive Climate

Fifteen items from 1 never true to 5 almost always true; average α = .93

  1. 1.

    In this school even low-achieving students are respected.

  2. 2.

    Teachers treat students as persons.

  3. 3.

    Parents are considered by this school as important collaborators.

  4. 4.

    Teachers from one subject area or grade level respect those from other subject areas.

  5. 5.

    Teachers in this school are proud to be teachers.

  6. 6.

    Students feel that teachers are “on their side”.

  7. 7.

    Students can count on teachers to listen to their side of the story and to be fair.

  8. 8.

    Teachers trust students to use good judgment.

  9. 9.

    This school makes students enthusiastic about learning.

  10. 10.

    Attendance is good; students stay away only for urgent and good reasons.

  11. 11.

    The teachers are “alive”; they are interested in life around them; they are doing interesting things outside of school.

  12. 12.

    Teachers in this school are “out in front”, seeking better ways of teaching and learning.

  13. 13.

    Teachers and staff generally have a strong personal commitment to achieving goals set by and for this school.

  14. 14.

    Differences between individuals and groups (both among faculty and students) are considered to contribute to the richness of the school, not as divisive influences.

  15. 15.

    Teachers willingly modify classroom assignments to meet the special needs of students.

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Gregory, A., Henry, D.B., Schoeny, M.E. et al. School Climate and Implementation of a Preventive Intervention. Am J Community Psychol 40, 250–260 (2007). https://doi.org/10.1007/s10464-007-9142-z

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