<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>There is a common understanding among researchers and practitioners that the learning environment is a key aspect of the adjustment and well-being of students and teachers. There is a necessity to translate the findings of individual studies on building positive learning environments to a comprehensive and integral framework to sustain and promote a positive school climate using a holistic approach. Sustainability in this theoretical paper is approached as a dynamic, continuous, and long-term process of consciously and consistently implementing actions, strategies, and values at all levels and in all environments to facilitate and maintain a positive climate in educational settings. This conceptual approach, based on action research in the fields of education and psychology, will help to broaden perspectives on both positive school climates and sustainability to improve the understanding and practices of all stakeholders in education. As such, this article presents a conceptual framework as well as guidelines for the assessment of sustainably promoting a positive school climate.</p>
</abstract>

There is a common understanding among researchers and practitioners that the learning environment is a key aspect of the adjustment and well-being of students and teachers. There is a necessity to translate the findings of individual studies on building positive learning environments to a comprehensive and integral framework to sustain and promote a positive school climate using a holistic approach. Sustainability in this theoretical paper is approached as a dynamic, continuous, and long-term process of consciously and consistently implementing actions, strategies, and values at all levels and in all environments to facilitate and maintain a positive climate in educational settings. This conceptual approach, based on action research in the fields of education and psychology, will help to broaden perspectives on both positive school climates and sustainability to improve the understanding and practices of all stakeholders in education. As such, this article presents a conceptual framework as well as guidelines for the assessment of sustainably promoting a positive school climate.

A Conceptual Framework for Sustainable Promotion of a Positive School Climate: Context, Challenges, and Solutions

Department of Neuroscience, Imaging, and Clinical Sciences

D’Annunzio University of Chieti Pescara

Department of Counseling & Psychological Services

Journal of Teacher Education for Sustainability

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

There is a common understanding among researchers and practitioners that the learning environment is a key aspect of the adjustment and well-being of students...

A Conceptual Framework for Sustainable Promotion of a Positive School Climate: Context, Challenges, and Solutions

Data publikacji: 30 cze 2023

Zakres stron: 64 - 85

DOI: https://doi.org/10.2478/jtes-2023-0005

Słowa kluczowe
Conceptual framework, inclusion, learning environment, school climate, school cultural congruity, social-emotional learning, sustainability

© 2023 Baiba Martinsone et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

A Conceptual Framework for Sustainable Promotion of a Positive School Climate: Context, Challenges, and Solutions

Data publikacji: 30 cze 2023

Zakres stron: 64 - 85

DOI: https://doi.org/10.2478/jtes-2023-0005

Słowa kluczoweConceptual framework, inclusion, learning environment, school climate, school cultural congruity, social-emotional learning, sustainability

© 2023 Baiba Martinsone et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Słowa kluczowe
Conceptual framework, inclusion, learning environment, school climate, school cultural congruity, social-emotional learning, sustainability