This research is about the implementation of conflict resolution education in schools and its effects on school climate. The prevailing sentiment among students, parents and school personnel is that a positive school climate is critical in ensuring that children are learning and learning well. School climate may mean different things to different people however. A student may say that it means nice teachers and being able to wear what they want, while parents may say that their children are happy to go to school instead of running away from it.
The National School Climate Council (2007) defines school climate as an environment that fosters a sense of safety, promotes vigor for learning, inter-dependency, relationships between students—and a place students and teachers come up with workable methods for success not only in a school year-- but for life. In this researchproject, we believe that positive school climate is one where all students feel safe and where anti-social behaviors are not only reduced but replaced by harmony and desire for learning.
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McKay, Deborah (2007) “The implementation of peer mediation in a middle school setting and its effect on bullying and school climate”
Jones, T., Kmitta, D.. “Does It work? The Case For Conflcit Resolution Educations In our Nation’s Schools”
National School Climate Council. (2007). “The School Climate Challenge: Narrowing the gap between school climate research and school climate policy, practice guidelines and teacher education policy”.
Tantum, Dorothy (2009) “School Climate, School Safety, Victimization, and Students’ Self-Reported Grades: A Quantitative Study”