School climate policy and its relations with social and emotional competencies, bullying and cyberbullying in secondary education

Llorent, Vicente J.; Farrington, David P.; Zych, Izabela

doi:10.1016/j.psicoe.2020.11.002

ISSN: 2530-3805

Revista de Psicodidáctica is a six-monthly journal for teachers and researchers, published since 1996, founded and directed by Alfredo Goñi Grandmontagne for twelve years. The journal was first published on-line in 2010.This is a subscription journal, as such that the authors do not pay for the evaluation or its publication. After the final acceptance of the article, the authors may send, within a period of one month, a version of the article in a different language from the initial one; in Spanish, Basque, or other language, if it has initially been submitted in English. And if the article was submitted in Spanish, the second version should be in English.Over recent years it has gradually increased its impact factor in various databases, both in the Spanish and in the international scopes. The Journal publishes scientific works conducted in accordance with the strictest scientific principles which contribute to the advance of scientific knowledge in the field in which psychology and didactics meet and overlap. In particular, it focuses on the meeting of educational psychology and the didactics of different subjects (language, literature, mathematics, social science, experimental science, physical expression, musical expression and plastic expression, etc.).

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SSCI (ISI), Francis, Zeitschriften-datenbank, Cindoc (ISOC), Cirbic, Psicodoc, Psedisoc, Ccuc, Redalyc, Latindex, Rebiun, Compludoc, Google Scholar, Cbuc, Scopus, IRESIE.

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We have a pleasure to submit our article titled “School climate policy and its relations with social and emotional competencies, bullying and cyberbullying in secondary education” to the Revista de Psicodidáctica.
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Some school policies are designed to promote a positive school climate, but little is known about their effectiveness. Little is still known about the role of school policy in improving school climate. It still needs to be discovered if school policy documents may improve social and emotional competencies and decrease bullying and cyberbullying. In this study, the effectiveness of school climate policy documents was studied controlling for the presence of minority groups, as a vulnerable group regarding their possible involvement bullying and cyberbullying
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School climate policy documents varied greatly in quantity and quality of accomplishment in each compulsory criterion among the different schools.
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This research study also describes the relationship between the quality of school climate policy documents and social and emotional competencies in students. Another contribution of this research is the study of the relation of bullying and cyberbullying to the quality of the school climate policy document, as a contextual factor, and social and emotional competencies, as an individual factor.
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According to the evidence from this study, promoting a positive school climate from the school climate policy document is worthy, as bullying perpetration could be reduced. The findings of this study have implications in school policy and educational reforms.
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Prof. Vicente J. Llorent, Prof. David P. Farrington and Prof. Izabela Zych

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Chart 1. Components of the school climate policy document in Andalusia (Spain)

Chart 2. Rubric of the school climate policy document assessment

Table 1. Low or high score in items of school climate policy document versus social-emotional competencies and their factors

Table 2. Low or high score in items of school climate policy document versus bullying and cyberbullying

Table 3. A logistic regression analysis with different bullying roles predicted by school climate policy, social and emotional competencies, and minorities

Table 4. A logistic regression analysis with different cyberbullying roles predicted by school climate policy, social and emotional competencies, and minorities

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Abstract

Some school policies are designed to promote a positive school climate, but little is known about their effectiveness. This study aims at describing the relation among the quality of school climate policy documents, social and emotional competencies, bullying and cyberbullying in students. This ex-post-facto cross-sectional and descriptive study was conducted using a survey of a representative sample of 2139 adolescents. School climate policy documents varied greatly in the quantity and quality of accomplishment in each criterion. According to the evidence from this study, promoting a positive school climate from the school climate policy document is worthy, as bullying perpetration could be reduced. The findings of this study have implications for school policy and educational reforms.

Keywords:

School climate

School policy

Social and emotional competencies

Bullying

Cyberbullying

Resumen

Las políticas escolares están diseñadas para promover un clima escolar positivo, pero se sabe poco sobre su efectividad. Este estudio tiene como objetivo describir la relación entre la calidad de los documentos del plan de convivencia, las competencias socioemocionales, el bullying y cyberbullying en los estudiantes. Este estudio ex post facto, transversal y descriptivo, se realiza con una encuesta a una muestra representativa de 2.139 adolescentes. Los documentos del plan de convivencia varían en cantidad y calidad en el cumplimiento en cada criterio. Según las evidencias de este estudio, promover un clima escolar positivo a partir del documento del plan de convivencia es conveniente, ya que la agresión del bullying podría reducirse. Los hallazgos de este estudio tienen implicaciones en la política escolar y las reformas educativas.

Palabras clave:

Clima escolar

Plan de convivencia

Competencias socioemocionales

Bullying

Cyberbullying

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