School of Education
Kara E. McGoey
Ara J. Schmitt
School Climate, Resilience, Positive Psychology, Response to Intervention, Strengths, Protective Factors, School Connectedness
The aim of the present study is to explore the potential for schools to promote resilience and protective factors through a positive school climate and a focus on school connectedness. Data from the California Healthy Kids Survey was used to analyze differences between children who reported high versus low school climate and school connectedness, and their reported levels of resilience based on four traits: empathy, problem-solving skills, self-awareness, and self-efficacy. The research questions addressed in the present study are: Is there a difference between students with different levels school climate perception when examining resilience-linked traits? And is there a difference between students with different levels school connectedness perception when examining resilience-linked traits? The results of the present study indicate that student perception of school climate, and student perception of school connectedness, contribute to the development of resilience in a statistically significant and meaningful way. The implications of these results are explored, as well as possible avenues for future research and how a focus on school climate and school connectedness can guide educational principles and practice.
Fleischmann, C. (2018). Building Resilience Through A Positive School Climate (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/1480