Positive School Culture and Holistic Development of Students: A Socio-Emotional Perspective
Main Article Content
Abstract
School culture is a set of beliefs, norms, meanings and values among students, teachers, administration and the whole ecosystem of the school. As a part of society, the school also has a culture that is crucial in shaping the personality and holistic growth of students. In fact, a child's psychosocial and physical school environment, where he spends a significant part of his/her developmental year is pivotal for their overall well-being (psychosocial and emotional well-being). Several theories have also investigated the onset and emergence of morality during the early years. National Education Policy (NEP- 2020) emphasises the transmission of cultural practice in schools where the students get an opportunity to grow as a learner and develop as a fully functioning person thereby experiencing intellectual power, creativity, self-efficacy and mental well-being. This paper focuses on the role of school culture for the holistic development of students and provides an understanding of fundamental elements of school culture as highlighted by NEP-2020. Furthermore, this paper focuses on various socio-emotional strategies to foster a culture in the school ecosystem (school/classroom) that is in tune with the values and ethos of Indian society, thereby nurturing students physically and psychologically leading them to prepare themselves for life.
Article Details
References
Barker, R., Hartwell, G., Egan, M., & Lock, K. (2023). The importance of school culture in supporting student mental health in secondary schools. Insights from a qualitative study. British Educational Research Journal, 49 (3), 499–521. https://doi.org/10.1002/berj.3853.
Clarke, T. (2020). Children’s wellbeing and their academic achievement: The dangerous discourse of ‘trade-offs’ in education. Theory and Research in Education, 18, 263 - 294. DOI:10.
Deal, Terrance E. & Peterson, K. D. (1999). Shaping School Culture: The Heart of Leadership. Jossey-Bass, Inc. San Francisco.
Division of Adolescent and School Health (DASH). (2023). Promoting Mental Health and Well-Being in Schools: An Action Guide for School and District Leaders.
Gilligan, C. (1981). Moral development in college years. In A. Chickering (Ed.), The modern American college (pp. 139–157). San Francisco: Jossey-Bass.
Gilligan, C. (1988). Remapping the moral domain: New images of self in relationships. In C. Gilligan, J. V. Ward, & J. M. Taylor (Eds.), Mapping the moral domain: A contribution of women’s thinking to psychological theory and education (pp. 3–20). Cambridge, MA: Harvard University Press
Hendren, R., Birrell Weisen, R., & Orley, J. (1994). Mental health programs in schools. World Health Organization.
Hinze, V., et al. (2024). Student- and School-Level Factors Associated with Mental Health and Well-Being in Early Adolescence. Journal of the American Academy of Child and Adolescent Psychiatry, 63(2), 266–282. https://doi.org/10.1016/j.jaac.2023.10.004
Jessiman, et al. (2022). School culture and student mental health: a qualitative study in UK secondary schools. BMC Public Health (2022) 22:619 https://doi.org/10.1186/s12889-022-13034-x
Johnson, B. & Stevens, J. J. (2001) Exploratory and Confirmatory Factor Analysis of the School Level Environment Questionnaire (SLEQ). Learning Environments Research 4, 325–34. https://doi.org/10.1023/A:1014486821714
Johnstone, J. & M., et al. (2020). Classroom-based mindfulness training reduces anxiety in adolescents: Acceptability and effectiveness of a cluster-randomized pilot study. Journal of Restorative Medicine,10(1). https://doi.org/10.14200/jrm.2020.0101.
Keyes, H. et al. (2023). Attending live sporting events predicts subjective wellbeing and reduces loneliness. Frontiers in Public Health, 10, 989706. https://doi.org/10.3389/fpubh.2022.989706.
Kiran, V. (2015). Role of school in a child's mental health. International Journal of Multidisciplinary Research and Development, 2(1): 393-395.
Kohlberg, L. (1984). The psychology of moral development: Essays on moral development (vol 2). Harper & Row.
Markham, W. A. & Aveyard P. A. (2003) New theory of health promoting schools based on human functioning, school organisation and pedagogic practice. Soc Sci Med. 56(6):1209–20.
Meena, H. K. (2023). National Education Policy 2020 and Mental Health Care, Its Management and Need of Curriculum and Interventions. Adhigam. Vol. 28 ISSN: 2394-773X.
Government of India (2020) National Education Policy 2020, Ministry of Education. Govt of India.
National Steering Committee for National Curriculum Frameworks. (2023). National Curriculum Framework for School Education. https://www.education.gov.in/sites/upload_files/mhrd/files/NCF-School-Education-Pre-Draft.pdf.
Parker, A. E., Kupersmidt, J. B., Mathis, E. T., Scull, T. M., & Sims, C. (2014). The impact of mindfulness education on elementary school students: Evaluation of the Master Mind program. Advances in School Mental Health Promotion, 7(3), 184-204. https://doi.org/10.1080/1754730x.2014.916497.
Pillay, H., Goddard, R., & Wilss, L. (2005). Well-Being, Burnout and Competence : Implications for Teachers.. Australian Journal of Teacher Education, 30(2). https://doi.org/10.14221/ajte.2005v30n2.3.
Reiss, F. (2013). Socioeconomic inequalities and mental health problems in children and adolescents: A systematic review. Social Science & Medicine, 90 (1982), 24–31. https://doi.org/10.1016/j.socscimed.2013.04.026.
Roffey, S. (2012). Developing positive relationships in schools. In S. Roffey (Ed.), Positive relationships: Evidence based practice across the world (pp. 145–162). Springer Science + Business Media. https://doi.org/10.1007/978-94-007-2147-0_9.
Schein, E. H. (1985). Organizational culture and leadership. San Francisco: Jossey-Bass. p. 6.
Scheuplein, M., & van Harmelen, A. L. (2022). The importance of friendships in reducing brain responses to stress in adolescents exposed to childhood adversity: a preregistered systematic review. Current opinion in psychology, 45, 101310. https://doi.org/10.1016/j.copsyc.2022.101310.
Sibinga, E. M. S., Webb, L., Ghazarian, S. R., & Ellen, J. M. (2016). School-based mindfulness instruction: An RCT. Pediatrics, 137(1),1-8. https://doi.org/10.1542/peds.2015-2532.
Sokol, R. L. et al. (2020). Developmental Differences in the Association of Peer Relationships with Traumatic Stress Symptoms. Prevention science: the official journal of the Society for Prevention Research, 21(6), 841–849. https://doi.org/10.1007/s11121-020-01125-3.
The Teachers Foundation (2012-2018). Indian Social & Emotional Learning Framework (ISELF).
Umberson, D., & Montez, J. K. (2010). Social relationships and health: a flashpoint for health policy. Journal of health and social behavior, 51 (Suppl), S54–S66. https://doi.org/10.1177/0022146510383501.
Wannarka, R., & Kathy, R. (2008). Seating arrangements that promote positive academic and behavioural outcomes: A review of empirical research. Support for Learning. 23. 89 - 93. 10.1111/j.1467-9604.2008.00375.
Weist, M. D. & Murray M. (2008). Advancing school mental health promotion globally. Adv School Ment Health Promot. 2–12. 16.
World Health Organization (2022). Global school health initiatives: achieving health and education outcomes: Report of a meeting, Bangkok, Thailand, 23–25 November 2015.
Ozdilekler, M. A., Gunsel, A., Dagli, G., & Gurbuzer, E. (2018). How Symbols and Rituals Affect School Culture and Management. InTech. doi: 10.5772/intechopen.71363.