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- In essence it defines reality for those within a social organisation, gives them support and identity and creates a framework for occupational learning. Each school has a different reality or mindset of school life, often captured in the simple phrase, “the way we do things around here” (Deal & Kennedy, 1983).
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• a clear understanding of what the school culture is ‘this is how we do things around here, and these are the values we hold’ • high levels of staff and parental commitment to the school...
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A positive school culture can be defined broadly to include (Character Education Partnership, 2010): social climate, including a safe and caring environment in which all students feel welcomed and valued, and have a sense of ownership of their school; this helps students in their moral development
Aug 19, 2021 · What is Culture? School culture is the underlying set of norms and values, history and stories, symbols and logos, rituals and traditions that make up the foundation of a school’s social and emotional ethos.
Jul 17, 2023 · In our study, the social reality consists of school culture and its essential elements. The defining concepts of the content analysis are Schein’s three levels: artifacts, espoused beliefs and values, and basic underlying assumptions (Table 1) (Schein, Citation 2010).
- Sample
- Dimension 1. Structure and Context
- Dimension 2. Organisational and Academic
- Dimension 3: Community
- Dimension 4: Safety and Support
Information about the sample schools and participants is shown in Table 1. Across all three schools, 27 school staff participated in an interview for the study. Staff interviewed included members of the senior leadership teams, teaching staff, learning and support assistants, pastoral support staff, and staff with particular responsibility for the ...
Local environment and geography
School staff noted the impact of geographical location on school culture, with pupils often not living in the immediate locality. This resulted in students living socially deprived areas attending a school in an affluent area, and vice versa. As a result any sense of a school sited within a ‘neighbourhood’ or ‘local community’ setting was depleted. However the impact of the wider locality was recognised. Public events and demonstrations that had occurred in the South-West of England in the 12...
Student diversity
Almost all respondents referred to the three schools as having a very ethnically diverse student body, bringing both opportunities and challenges. Ethnic diversity was perceived by most respondents as one of the key influences over school culture. Parents often spoke of valuing it as a learning opportunity for their children, and a source of high cultural capital. Many staff shared this view and enjoyed working with such a diverse cohort. Many staff noted however that while students may integ...
Physical environment
Many staff spoke about the impact of the physical environment of the school on student interactions and wellbeing, and in particular the impact of being quite constrained in a small space. Although efforts were made to create private and safe spaces during break times, often both the number of people, and building and grounds design made it difficult for students to find quiet or perceived safer places to be. This finding emerged in all schools, despite one being an older, traditional buildin...
Leadership and management of school culture
The role of the school senior leadership team in shaping school culture was mediated through their support for staff, visibility and transparency to students, and active management of school culture. School staff reported that having a leadership team that listened to and empowered staff was important. This was especially important during the pandemic and related mitigation measures resulting in schools being closed to most pupils and a move to online learning, although for some staff this ma...
Staff composition
School staff composition was perceived to influence the culture of the school, and mental health of students, through dedicated pastoral and inclusion roles, their ethnic and gender diversity (or lack of), and staff turnover rates. All three schools had non-teaching staff with roles dedicated to supporting student mental health and wellbeing, including safeguarding (promoting child welfare and protection from harm), pastoral support, mental health support (counsellors), and support and inclus...
Staff development and training
Few respondents mentioned staff development and training as an important aspect of school culture, although some school staff did raise training in specific areas that would influence their capacity to support student mental health and wider wellbeing (including on safeguarding, mental health promotion and prevention, inclusion, and support for students with SEND). Some reported training in new behaviour management policies specifically intended to impact school culture, including restorative...
Quality of relationships in school
The quality of interactions and relationships with others in school was perceived as another key element of school culture important to student mental health. Staff respondents distinguished between ‘staff’ and ‘student’ culture, though also recognized that the relationships between staff and students would impact on the school culture overall. Relationships amongst staff were generally described as friendly, supportive and collaborative. This was especially important during the past months w...
Inclusion
Efforts to promote inclusion were apparent in all schools, as this was perceived to be another key influence on school culture and student mental health. Across all schools, respondents describe a diverse student intake with regard to ethnicity, socio-economic status, geography, and religion. This was highly valued; forming peer relationships across these divides is seen as an opportunity for students to learn from each other and encourage acceptance and valuing difference. Staff from all sch...
Student voice
Student voice and empowerment mechanisms and the success of these varied across the schools and again, were impacted by the pandemic mitigation measures. There was consensus amongst school staff that the degree to which students felt listened to was a key aspect of school culture which would impact on student-staff relationships and student mental health. All schools had systems in place for consultation with and engagement of students (for example student councils). Staff also reported using...
Pastoral support
As previously noted, schools all had designated staff for student wellbeing and pastoral support. Most staff were confident that students would know who to approach, usually a tutor or a member of the pastoral support team. Pastoral staff report being especially busy during school closures, conducting regular welfare checks on all students, and providing additional support for those in need. The pandemic mitigation measures made providing pastoral support harder, by limiting in-person contact...
Primary prevention
Most school staff describe two main mechanisms for mental health promotion; speaking often about the importance of good mental health, and ensuring students in need of support know who to approach for help and guidance at the earliest opportunity. Mental health is addressed during assemblies, as part of the PHSE curriculum. and in tutor time. School staff also used these opportunities to communicate support available to students both within the school from external agencies (via face to face,...
Targeted support
Targeted mental health support was mainly comprised of access to a school counsellor or a mentor. School respondents often said they would have more targeted support available but this was unaffordable. Staff from two schools also mentioned targeted group interventions for anger management, stress and anxiety, body image, and understanding emotions. Again it was stated than this would be useful for all students as health promotion activities, but the resources were not available. Other barrie...
Nov 25, 2013 · While a school culture is heavily influenced by its institutional history, culture also shapes social patterns, habits, and dynamics that influence future behaviors, which could become an obstacle to reform and improvement.
In essence it defines reality for those within a social organisation, gives them support and identity and creates a framework for occupational learning. Each school has a different reality or mindset of school life, often captured in the simple phrase, “the way we do things around here” (Deal & Kennedy, 1983).
