Abstract
Factors that support learner engagement and achievement are vast. School learning environments can promote care for learners. The present year-long study examined the Designed Caring Classroom Intervention in 17 s grade classrooms in a large school district. To examine the effect of the intervention on second grade learners’ mathematics and reading achievement on (N = 568), propensity score matching statistical techniques were employed. The intervention included designing the physical learning environment to be learner centered. Each classroom in the treatment group had a designated calm corner to support students’ social emotional needs and followed curricular approaches to support a positive and caring learning environment. For second grade students in the intervention group (n = 302), absenteeism and behavioral referrals predicted students’ mathematics assessment scores (F(3, 551) = 34.210, p < .001), accounting for approximately 16% of the variance. Measured in weeks, those in the treatment group outperformed those in the control group by two to two- and one-half weeks. Implications for practice are discussed.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Ashdown, D. M., & Bernard, M. E. (2012). Can explicit instruction in social and emotional learning skills benefit the social-emotional development, well-being, and academic achievement of young children? Early Childhood Education Journal, 39(1), 397–405. https://doi.org/10.1007/s10643-011-0481-x
Attai, S. L., Reyes, J. C., Davis, J. L., York, J., Ranney, K., & Hyde, T. W. (2021). Investigating the impact of flexible furniture in the elementary classroom. Learning Environments Research, 24, 153–167.
Gao, Xueying. (2021). A cute calm corner [Apple iPhone image].
Barrett, P., Davies, F., Zhang, Y., & Barrett, L. (2017). The holistic impact of classroom spaces on learning in specific subjects. Environmental Behavior, 49(4), 425–451. https://doi.org/10.1177/0013916516648735
Barrett, P., Davies, F., Zhang, Y., & Barrett, L. (2015). The impact of classroom design on pupils’ learning: Final results of a holistic, multi-level analysis. Building and Environment, 89(1), 118–133. https://doi.org/10.1016/j.buildenv.2015.02.013
Barri, M. A. (2020). Evaluation of physical aspects of classroom environment in terms of the humanistic approach: A comprehensive theoretical framework. Journal of Education and Training Studies, 8(11), 1–21. https://doi.org/10.11114/jets.v8i11.4974
Brackett, M. (2019). Permission to feel: Unlocking the power of emotions to help our kids, ourselves, and our society thrive. Celadon Books.
Brackett, M. A., Bailey, C. S., Hoffman, J. D., & Simmons, D. N. (2019). RULER: A theory-driven, systemic approach to social, emotional, and academic learning. Educational Psychologist, 54(3), 144–161. https://doi.org/10.1080/00461520.2019.1614447
Brill, L. C., Smith, K., & Wang, L. M. (2018). Building a sound future for students: Considering the acoustics of occupied active classrooms. Acoustics Today, 14(3), 14–22.
Bronfenbrenner, U. (1974). Developmental research, public policy, and the ecology of childhood. Child Development, 45(1), 1–5. https://doi.org/10.2307/1127743
Collaborative Classroom. (2023). Caring school community scope and sequence. https://public.cdn.ccclearningportal.org/program/resources/CSC2/Caring-School-Community-Scope_and_Sequence.pdf
Connolly, D., Dockrell, J., Shield, B., Conetta, R., Mydlarz, C., & Cox, T. (2019). The effects of classroom noise on the reading comprehension of adolescents. The Journal of the Acoustical Society of America, 145(1), 372–381.
Cubukcu, Z. (2012). Teachers’ evaluation of student-centered learning environments. Education, 133(1), 49–66.
Denham, S. A., & Brown, C. (2010). “Plays nice with others”: Social–emotional learning and academic success. Early Education and Development, 21(5), 652–680. https://doi.org/10.1080/10409289.2010.497450
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
Edwards, C. (2011). Teacher and learner, partner and guide: The role of the teacher. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia experience in transformation (pp. 147–172). ABC-CLIO.
Hoffmann, J. D., Brackett, M. A., Bailey, C. S., & Willner, C. J. (2020). Teaching emotion regulation in schools: Translating research into practice with the RULER approach to social and emotional learning. Emotion, 20(1), 105–109. https://doi.org/10.1037/emo0000649
Lanza, S. T., Moore, J. E., & Butera, N. M. (2013). Drawing causal inferences using propensity scores: A practical guide for community psychologists. American Journal of Community Psychology, 52, 380–392.
Lewis, K., & Kuhfeld, M. (2021). Learning during COVID-19: An update on student achievement and growth at the start of the 2021–22 school year (brief). NWEA Research: Center for School and Student Progress. https://www.veronaschools.org/cms/lib/NJ01001379/Centricity/Domain/17/Learning%20During%20COVID19.pdf
Loughlin, C. E., & Suina, J. H. (1982). The learning environment: An instructional strategy. Teachers College Press.
Maxwell, L. E., & Chmielewski, E. J. (2008). Environmental personalization and elementary school children’s self-esteem. Journal of Environmental Psychology, 28(2), 143–153. https://doi.org/10.1016/j.jenvp.2007.10.009
Nelson, G., Westhues, A., & MacLeod, J. (2003). A meta-analysis of longitudinal research on preschool prevention programs for children. Prevention & Treatment. https://doi.org/10.1037/1522-3736.6.1.631a
Pickens, T. A., Khan, S. P., & Berlau, D. J. (2019). White noise as a possible therapeutic option for children with ADHD. Complementary Therapies in Medicine, 42, 151–155.
Ready, D. D. (2010). Socioeconomic disadvantage, school attendance, and early cognitive development: The differential effects of school exposure. Sociology of Education, 83(4), 271–286.
Rosenbaum, P. R., & Rubin, D. B. (1983). The central role of the propensity score in observational studies for causal effects. Biometrika, 70(1), 41–55.
Santibañez, L., & Guarino, C. M. (2021). The effects of absenteeism on academic and social-emotional outcomes: Lessons for COVID-19. Educational Researcher, 50(6), 392–400.
Schilling, D. L., Washington, K., Billingsley, F. F., & Deitz, J. (2003). Classroom seating for children with attention deficit hyperactivity disorder: Therapy balls versus chairs. American Journal of Occupational Therapy, 57(5), 40–47.
Seifer, R., Gouley, K., Miller, A. L., & Zakriski, A. (2004). Implementation of the PATHS curriculum in an urban elementary school. Early Education & Development, 15(4), 471–486. https://doi.org/10.1207/s15566935eed1504_6
Shneyderman, A. (2019). Exploring the 2018–2019 i-Ready predictive capability (Research brief, Volume 1901). Research Services, Miami-Dade County Public Schools.
Smith, T. J. (2013). Designing learning environments to promote student learning: Ergonomics in all but name. Work, 44(1), 39–60. https://doi.org/10.3233/WOR-121493
RCBOE. (2022). i-Ready diagnostic scale score increases to achieve specified years of growth. https://www.rcboe.org/site/handlers/filedownload.ashx?moduleinstanceid=73993&dataid=76158&FileName=iReady%20Growth%20Expectations%202016%202017.pdf
Taylor, A. (2009). Linking architecture and education: Sustainable design for learning environments. University of New Mexico Press.
Tissenbaum, M., & Slotta, J. D. (2019). Developing a smart classroom infrastructure to support real-time student collaboration and inquiry: A 4-year design study. Instructional Science, 47, 423–462. https://doi.org/10.1007/s11251-019-09486-1
US Department of Education National Center for Education Statistics (NCES). (2022). https://nces.ed.gov/globallocator/
Wang, M. T., Degol, J. L., Amemiya, J., Parr, A., & Guo, J. (2020). Classroom climate and children’s academic and psychological wellbeing: A systematic review and meta-analysis. Developmental Review, 57(1), 100912. https://doi.org/10.1016/j.dr.2020.100912
Wargocki, P., & Wyon, D. P. (2007). The effects of moderately raised classroom temperatures and classroom ventilation rate on the performance of schoolwork by children (RP-1257). HVAC&R Research, 13(2), 193–220. https://doi.org/10.1080/10789669.2007.10390951
Wargocki, P., Porras-Salazar, J. A., & Contreras-Espinoza, S. (2019). The relationship between classroom temperature and children’s performance in school. Building and Environment, 157, 197–204.
Zhu, Q., Cheong, Y., Wang, C., & Sun, C. (2022). The roles of resilience, peer relationship, teacher–student relationship on student mental health difficulties during COVID-19. School Psychology, 37(1), 62–74. https://doi.org/10.1037/spq0000492
Zomorodian, Z. S., Tahsildoost, M., & Hafezi, M. (2016). Thermal comfort in educational buildings: A review article. Renewable and Sustainable Energy Reviews, 59(1), 895–906. https://doi.org/10.1016/j.rser.2016.01.033
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Conflict of interest
There are no relevant financial or non-financial competing interests to report.
Additional information
Publisher's Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.
About this article
Cite this article
Campbell, L.O., Frawley, C., Lambie, G.W. et al. Designing a caring classroom community: a propensity score matching study. Learning Environ Res (2024). https://doi.org/10.1007/s10984-024-09493-1
Received:
Accepted:
Published:
DOI: https://doi.org/10.1007/s10984-024-09493-1