Cultivating Strong School Cultures and Climates through Mindframes for Belonging, Identities, and Equity
Written by Nicole Law and Sonja Hollins-Alexander
When students cross the school gate, they do not leave their culture, sense of belonging, or identities behind. Schools create societies, sometimes mirroring and sometimes in contradiction to the society around them. When we walk into schools, we can often feel the energy, the passion, the care, the sense of an invitation to learn, and the expectations of significant acceleration of learning—or not.
The culture of a school refers to the shared values, beliefs, norms, traditions, and practices that shape the experiences within a school. The culture has been referred to as the “personality” or “health” of the school (Halpin & Croft, 1963; Hoy & Hannum, 1997) and includes the collective identity, attitudes, and behaviors across the school and influences the way individuals (leaders, teachers and students) interact, collaborate, and learn in the school. It often relates to the schools’ lived mission, the acceptance of diversity or privileged groups or identities, and can be defined as the guiding beliefs and values evident in how a school operates (Fullan, 2007).
The climate of the school refers to the emotional and physical atmosphere that students experience everyday. It includes a supportive learning environment, positive social interactions, high academic expectations, as well as, strong relationships with peers and educators. Fortifying interactions promote trust, collaboration, and empathy; all contributing to a strong sense of community within a school without fear or discrimination. These aspects are essential for creating a physically and emotionally safe school that promotes and accelerates learning and social development.
However, a negative climate can lead to stress, bullying, and disengagement impacting not just the individual student, but the entire learning community.
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