School Climate, Bullying, and
Social-Emotional Learning: Transdisciplinary and Transnational Science
Advancing Positive Youth Outcomes
Guest Editors: Tamika La Salle, Chunyan Yang, & Dorothy L. Espelage
School climate refers to the shared beliefs, values, and attitudes that shape interactions between and among students, teachers, and administrators and set the parameters of acceptable behavior and norms for the school. Increasingly, research has highlighted cross-cultural similarities and differences in the relationships between race/ethnicity, gender, age, culture, and school climate. School climate is positively associated with academic achievement and social emotional adjustment and negatively correlated with numerous risk behaviors and bullying. Given the extant literature, there has been a growing emphasis on school climate as a critical component of school improvement efforts to promote the achievement and prosocial behaviors among students from diverse cultural, racial/ethnic, linguistic, and social-economic backgrounds.
The purpose of this special topic is to advance transdisciplinary and transnational research that: (a) examines the intersection between school climate, bullying, and social emotional learning, (b) examines the effects of evidence-based bully prevention and/or SEL programs on perceptions of school climate, (c) advances further understanding of school climate, bullying and social-emotional learning (SEL) among diverse cultural, racial/ethnic, linguistic, and social-economic populations, and (d) utilizes advanced qualitative, quantitative, and mixed-methods approaches examining the mediating and/or moderating effect of school-based bullying and social-emotional learning interventions in school climate’s associations with its antecedents and consequences.
Areas that the papers might address include, but are not limited to:
Empirical studies (both qualitative and quantitative), meta-analyses, and systematic reviews will be given priority. Each submission will be processed through peer-review to determine whether the manuscript is suitable for publication in the special series. The deadline for the receipt of submissions July 20, 2021
If you have ideas or insights that will contribute to the future of SPR and the field of school psychology, please send us an email. #SPRBeTheChange
We look forward to further communications.
Gratefully,
Editor |
University of California, Santa Barbara |
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Senior Editor |
Texas A&M University |
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Senior Editor |
Eastern Illinois University |
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Senior Editor |
University of North Carolina |
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Senior Editor |
University of Houston |
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Senior Editor |
University of Minnesota |
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Senior Editor |
University of California, Berkeley |
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Associate Editor |
Columbia University |
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Associate Editor |
The Ohio State University |
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Associate Editor |
University of Missouri |
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Associate Editor |
University of South Florida |
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Associate Editor |
Utah State University |
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Associate Editor |
University of Nevada, Las Vegas |
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Associate Editor |
University of Maryland |
School Climate, Bullying, and
Social-Emotional Learning: Transdisciplinary and Transnational Science
Advancing Positive Youth Outcomes
Guest Editors: Tamika La Salle, Chunyan Yang, & Dorothy L. Espelage
School climate refers to the shared beliefs, values, and attitudes that shape interactions between and among students, teachers, and administrators and set the parameters of acceptable behavior and norms for the school. Increasingly, research has highlighted cross-cultural similarities and differences in the relationships between race/ethnicity, gender, age, culture, and school climate. School climate is positively associated with academic achievement and social emotional adjustment and negatively correlated with numerous risk behaviors and bullying. Given the extant literature, there has been a growing emphasis on school climate as a critical component of school improvement efforts to promote the achievement and prosocial behaviors among students from diverse cultural, racial/ethnic, linguistic, and social-economic backgrounds.
The purpose of this special topic is to advance transdisciplinary and transnational research that: (a) examines the intersection between school climate, bullying, and social emotional learning, (b) examines the effects of evidence-based bully prevention and/or SEL programs on perceptions of school climate, (c) advances further understanding of school climate, bullying and social-emotional learning (SEL) among diverse cultural, racial/ethnic, linguistic, and social-economic populations, and (d) utilizes advanced qualitative, quantitative, and mixed-methods approaches examining the mediating and/or moderating effect of school-based bullying and social-emotional learning interventions in school climate’s associations with its antecedents and consequences.
Areas that the papers might address include, but are not limited to: