NCJ Number
166176
Date Published
1996
Length
105 pages
Annotation
This survey focused on the social climate of the Nation's public schools from the perspective of students in grades 7 through 12; the goal was to identify important factors that may promote positive social relations among students and that may reduce the level of social tension in public schools, such as quality education, quality teacher interaction with students, and the provision of social skills.
Abstract
Public school students completed 2,524 self-administered questionnaires during December 1995 and February 1996. Findings underscored the critical role played by teachers in promoting positive social relations among students. When teachers supported students by treating them with respect and caring about their future and encouraged students by helping them succeed, students were more likely to respect and get along with each other. For many students, however, the social climate in school was at best fair. Factors external to the school environment also shaped the school climate, including family setting, values, role models outside the school, and the media. About one in four students reported having serious problems in school with hostile or threatening remarks, physical fights, destructive acts other than physical fights, turf battles, and gang violence. These concerns were more prevalent in urban than in suburban and rural schools and among minority students. The level of violence in public schools was serious, but some students indicated the level of violence had decreased over the past year. Students were more likely to report a decrease rather than an increase in the level of violence when they were satisfied with the quality of education. Appendixes contain survey data, a description of the survey methodology, and the survey questionnaire. 55 tables