Wellbeing of School Communities in the Context of COVID-19 Pandemic: A Qualitative Study in Chilean Low-SES Schools.

The COVID-19 pandemic continues to impact schools and how education is conveyed to students. One of the aspects that has gained strength is supporting the wellbeing of educational communities. The purpose of this study was to describe and understand the construction of school wellbeing during the pandemic, based on the notion of collective and sustainable wellbeing. Through a qualitative design, we conducted a study in four Chilean low-SES schools in which a national school mental health program is implemented. A total of 41 in-depth interviews and one group interview were conducted with students, parents, teacher, teacher assistants, school principals, psychosocial professionals, and the school mental health officers during the second half of the 2020 school year. Thematic content analyses showed that, while facing the school closure challenges, schools strived to protect students' and teachers' wellbeing. However, participants highlighted necessary conditions for sustaining the school community's wellbeing and mental health in the context of the COVID-19 pandemic: assuring digital connectivity for all students; coordinated work with families and within the school; strengthening networks; curriculum adaptation and diversified pedagogical strategies; and emotional support toward teachers, families, and students. We discuss these findings and their implications for a sustainable and collective perspective of the wellbeing of school communities in low-SES schools, as well as for policy, practice, and research from the perspective of schools for social justice and health promotion.

Contributions of Individual, Family, and School Characteristics to Chilean Students' Social Well-Being at School.

Schools are an essential part of students' lives and can promote and facilitate their well-being. Although research on well-being among school-aged children and adolescents has distinguished subjective well-being from social well-being, very few studies examined student's social well-being at school (SWS). SWS is understood as students' valuation of the circumstances and functioning of their school. This framework posits that the context of the schools can shape students' perception of feeling integrated and making significant contributions to their schools. However, not much is known regarding the joint contribution of individual, family, and school characteristics to students' SWS. This study analyzed these joint contributions in a nationally representative sample of 6,389 children and adolescents enrolled in 5th-11th grades. Findings show that being female and younger were individual predictors of SWS. Students' satisfaction with their family and fewer changes of schools were also significant contributors. When students' perceptions of their schools were incorporated, the individual and family characteristics decreased or lost significance. In the full model, the highest contribution to SWS was explained by the school-level aggregated perception of school climate. These findings call for integrated policies and practices to foster students' sense of belonging, feeling integrated, and contribution to their schools, with a focus on school-level interventions to improve SWS through positive and engaging school climates that foster students' sense of agency.

Teachers victimizing students: Contributions of student-to-teacher victimization, peer victimization, school safety, and school climate in Chile.

Although most of the school violence literature is focused on peer victimization, interest is growing in teachers being victimized by their students. However, there is far less interest in students being victimized by their teachers, patterns of mutual victimization, and how they are associated with other school factors. Using the conceptual framework of school violence in evolving contexts, the present study examined teacher-to-student victimization in Chile and tested, for the first time, the associations of student-to-teacher victimization, peer victimization, school safety, classroom climate, and school climate at the individual and school levels. The sample consisted of 50,344 students (51.6% female) in Grades 5-8 in 431 schools in Chilean public-funded schools. Findings indicated that verbal types of teacher-student mutual victimization were more prevalent than physical and sexual victimization. Teacher-to-student victimization was higher among male and younger students. Multilevel analyses showed that student-to-teacher victimization, school safety, classroom climate, and school climate were associated with teacher-to-student victimization. We discuss the need for whole-school approaches that enhance social and academic support from teachers to reduce mutual forms of victimization and suggest a public health approach that places the school in the center. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Victimization of teachers by students in Israel and in Chile and its relations with teachers' victimization of students.

Although in recent years there has been a growing interest in victimization of teachers by their students (student-to-teacher victimization), it is not discussed in relation to students' victimization by their teachers (teacher-to-student victimization) across cultures. This study used a cross-cultural comparative design to examine the prevalence of students' reports of student-to-teacher and teacher-to-student victimization and the correlations between them, both at the student and the school levels. It compares the patterns of findings among Jewish and Arab students in Israel and a sample of Chilean students. A nationally representative student sample in Israel (N = 24,243 students from 474 schools) and a Chilean purposeful sample (N = 24,243 students from 37 schools) answered questions regarding being victimized by teachers, and victimizing their teachers. Four cultural groups were compared: Jewish secular, Jewish religious, Arab, and Chilean students. Findings indicate that students reported that they victimized their teachers more verbally than physically. They also reported being victimized by their teachers, more verbally and less physically and sexually. These patterns were quite similar across the cultural groups, although there were significant differences between them in the prevalence of student-to-teacher and teacher-to-student victimization. The two types of victimization were associated: students who reported being victimized by teachers also tended to report that they victimized teachers, and schools in which teacher-to-student victimization was more prevalent were also schools in which student-to-teacher victimization tended to be more frequent. We discuss these findings both theoretically and regarding their implications for policy and practice.

Evaluación Cualitativa de un Sistema de Monitoreo de la Convivencia Escolar / Avaliação Qualitativa de um Sistema de Monitoração da Convivência Escolar / Qualitative evaluation of a System for Monitoring School Climate

En el marco de un proyecto para el diseño, desarrollo y validación de un sistema de monitoreo de la convivencia escolar, el presente estudio evalúa dicho sistema a partir de los significados construidos por sus usuarios, con el fin de mejorar acciones futuras. Se realizaron 17 entrevistas grupales en15 escuelas, más una entrevista en profundidad a la Coordinadora Comunal de Convivencia Escolar. Resultados: Las escuelas participantes señalan que el sistema de monitoreo destaca por la entrega de información válida, pues permite la toma de decisiones basadas en evidencia logrando complejizar la mirada que las escuelas tienen de sí mismas. Discusiones: Las escuelas colocan en el centro de la mejora escolar a la propia escuela, y destacanque la efectividad sólo es posible si la priorización de necesidades surge del propio colegio.

As part of a project in which we designed, developed, and validated a monitoring system of school climate, the present study evaluates the system based on the meanings constructed by its users, in order to improve future actions. 17 group interviews in 15 schools, plus an in-depth interview to the Community Coordinator School Coexistence were performed. Results: Participating schools indicate that the highlight of the monitoring system is the delivery of valid information that allow evidence-based decision making processes. This in turn allows schools to construe a more complex view of themselves. Discussions: Schools place, in the center of school improvement, the school itself, and emphasize that effectiveness is only possible if the prioritization of needs arises from the school itself.

No marco de um projeto para a concepção, desenvolvimento e validação de um sistema de monitoração da convivência escolar, o presente estudo avalia tal sistema a partir dos significados construídos por seus usuários, com o fim de melhorar ações futuras. Foram realizadas 17 entrevistas grupais em15 escolas, mais uma entrevista em profundidade à Coordenadora Comunal de Convivência Escolar. Resultados: As escolas participantes relatam que o sistema de monitoração destaca pela entrega de informação válida, pois permite a tomada de decisões baseadas em evidência logrando problematizar a olhada que as escolas têm de si mesmas. Discussões: As escolas colocam no centro da melhora escolar a própria escola e destacam que a efetividade só é possível se a priorização de necessidades surge do próprio colégio.

School Achievement and Performance in Chilean High Schools: The Mediating Role of Subjective Wellbeing in School-Related Evaluations.

School achievement gaps and school failure are problematic issues in Latin America, and are mainly explained by the socio-economic status (SES) of the students. What schools can do to improve school achievement and reduce school failure is a critical issue, both for school management and teacher training. In this study, we present the association of individual and school-related socio-emotional variables with school achievement and performance, controlling for the effects of SES. A probabilistic sample of 4,964 students, drawn from 191 schools enrolled in year 10 in urban areas of Chile, answered questionnaires assessing subjective wellbeing, social wellbeing in school, school climate, school social wellbeing and students' perceptions of teachers' wellbeing. Using structural equation modeling, and controlling for SES, we modeled subjective wellbeing as a mediator of the relationship between school-related variables, such as school climate and perception of teacher's wellbeing, and (a) school achievement, and (b) school performance. School achievement was computed as a product of (a) the probability of passing the school year, and (b) the percentage of yearly attendance at school. Data on school achievement was drawn from administrative registries from the Chilean Ministry of Education. School performance was computed as the estimated grade point average (GPA) at the end of the school year, based on the students' previous 5-year GPAs, and was also obtained through administrative data of the last 5 years. Findings reveal the mediating role of subjective wellbeing in the relationship between school-related evaluations (students' social wellbeing at school, their perception of teachers' wellbeing and school climate) and school achievement. For school achievement, two variables were mediated (students' social wellbeing at school and school climate). However, for school performance, no significant mediations were found. We conclude that, on the one hand, after controlling for SES, students' individual subjective wellbeing is associated with their achievement and performance in school. We discuss the importance of improving school experiences that may protect and promote students' subjective experience and school achievement and performance, and reduce the probability of school failure and dropout.

Relación entre segregación y convivencia escolar en escuela públicas chilenas / Relationship between segregation and school climate in Chilean schools with high scores PISA 2009

La educación chilena es altamente segregadora, lo que dificulta la construcción de sociedades cohesionadas y democráticas. La investigación corresponde a un diseño mixto, secuencial y bietápico que indagó la relación entre segregación (selección y nivel socioeconómico) y calidad de la convivencia escolar, tomando como muestra las 200 escuelas PISA 2009. Los resultados evidencian peores ambientes escolares en las escuelas municipales, de niveles socioeconómicos bajos y no selectivos, donde los estudiantes se sienten estigmatizados y discriminados por variables académicas, familiares y políticas. Se discute la necesidad de revisar la política educativa que incentiva la competencia entre escuelas por rendimiento académico y formar en educación cívica para avanzar hacia escuelas más integradas y con ello a sociedades más justas y democráticas.

Chilean education is highly segregated, making it difficult to construct cohesive and democratic societies. Through a mixed-method sequential design we explored the relationship between segregation (selection and socioeconomic level) and quality of school climate, taking as example the 200 Chilean schools who participated in the PISA 2009 test. The results evidence worst school environments in public, non-selective and low socioeconomic status schools, where students feel stigmatized and discriminated by academic, social, family and political variables. We discuss the need to revise the education policy that encourages competition among schools for academic performance and training in civics to move towards more integrated schools and more democratic societies.

El papel mediador de la capacitación docente en el manejo de la violencia escolar sobre el bienestar social de profesores / The mediating role of teacher training in the management of school violence on social welfare of teachers

La violencia escolar afecta negativamente, y el bienestar social escolar positivamente, la salud mental de los estudiantes y de sus profesores. En este estudio se analizó el efecto mediador de la necesidad de contar con capacitación en violencia escolar y de la magnitud de violencia escolar, en 397 profesores de escuelas básicas, sobre la asociación entre la frecuencia percibida de maltrato entre estudiantes y la coherencia social con que observan su contexto escolar. El modelo de mediación resultó significativo y mejoró el poder predictivo de la frecuencia de conductas de maltrato entre estudiantes sobre la coherencia social de la escuela. Sin embargo, es solo la percepción que los profesores tienen sobre su necesidad de capacitación en violencia escolar la variable que actúa como mediadora. Se discuten estos hallazgos en relación a la necesidad de fortalecer y mejorar los programas de capacitación y formación inicial y continua de los docentes.

Students' and teachers' mental health is negatively affected by school violence, and positively affected by teachers' social wellbeing in school. We analyzed the mediating effect of teachers' perceived need to receive training in school violence prevention, as well as teachers' perceived magnitude of violence in their schools, on the negative association between the frequency of student maltreatment and teachers' perception of social coherence in their school. 397 elementary school teachers participated in this study. The mediating model theorized proved significant and improved the predictive power of the frequency of student maltreatment on teachers' social coherence in school. However, only teachers' perceptions of the need to receive teacher training on school violence had a mediating effect. Findings are discussed in terms of the need to strengthen and improve teacher training programs in school violence and school wellbeing, both for in-service as well as for teachers in formation.

Escala de Clima Escolar: adaptación al español y validación en estudiantes chilenos / School Climate Scale: Spanish Adaptation and Validation in Chilean Students

El clima escolar resulta de creciente interés para investigadores e instituciones educativas. Las estrategias de mejoramiento escolar basadas en evidencias han incluido el clima escolar para apoyar a los integrantes de comunidades educativas en la creación de escuelas seguras y comprometidas con el aprendizaje. Es necesario contar con instrumentos validados para la población latinoamericana, que permitan la investigación comparada. Presentamos los resultados de la validación de la Escala de Clima Escolar. El instrumento mide la percepción de estudiantes sobre la aplicación de normas, el apoyo de adultos y la participación. Se tradujo al español y se realizó un análisis psicométrico. La muestra fue de 4688 estudiantes chilenos, de 4°, 6° y 8° básico. Los resultados evidencian un alto nivel de consisten interna (a = 0.89) y de varianza explicada (54%). El modelo de tres factores mostró un buen ajuste, así como uno de cuatro factores, que separa las normas generales de las normas contra la violencia sexual.

School climate has received increased attention use by researchers and educational institutions. Evidence-based school improvement processes have included school climate as a means of helping create schools that are safe and committed with learning. It is necessary to count with valid measures of school climate for Latin American countries, which may allow for comparative research. We present the results of the validation of the School Climate Scale. The instrument measures students' perceptions of norms, support from adults in the school, and participation. The scale was translated into Spanish and its psychometric properties were studied on a sample of 4,688 Chilean students from grades fourth, sixth, and eight. Findings show a high level on internal consistency (α = 0.89) and explained variance (54%). Structural equation models fit the data well, both for the three-factor solution as well a four-factor structure that separates general school norms from norms against sexual violence. The scale can facilitate data- driven decisions and may be incorporated into evidenced-based school improvement processes.

Relación entre el bienestar social de profesores y el nivel de autonomía y tamaño de escuelas municipalizadas chilena / The relation between teachers' social well-being and the level of autonomy and size of chilean public-municipal schools

El presente estudio tuvo por objetivo conocer el bienestar social en la escuela de profesores adscritos a establecimientos educacionales municipales que presentan niveles distintos de autonomía en su gestión administrativa (escuelas emergentes y autónomas) y distintos tamaños (escuelas grandes y pequeñas). Se trabajó con una muestra de 78 escuelas y 899 profesores distribuidos en cargos de directivos, docentes y asistentes. Los resultados globales indican que no existen diferencias significativas entre el bienestar social en la escuela de establecimientos autónomos y emergentes. No obstante, es mayor el nivel de bienestar social de los profesores adscritos a escuelas autónomas pequeñas. Por otro lado, los resultados avalan que una alta participación de los docentes en la gestión escolar está altamente relacionada con buenos niveles de bienestar social. Se discute que estas variables organizacionales -autonomía en la gestión, tamaño y participación de profesores- sí inciden en la salud mental de los profesores.

This purpose of this study was to characterize the social well-being of teachers working in public-municipal schools with different levels of autonomy in their school management (emergent and autonomous schools) and school size (large and small). 78 schools and 899 teachers working as school leaders, classroom teachers and teacher assistants, participated in this study. Results show no significant differences between teachers' global social well-being in autonomous versus emergent schools. However, the social well-being of teachers working in small autonomous schools was higher. Results also support the notion that a higher level of teacher participation in school management is associated with good levels of social well-being. We discuss that these organizational variables -autonomy in school management, school size, and teacher participation- have a significant impact on teachers' mental health.