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Vol. 26. Issue 1.
Pages 35-44 (January - June 2021)
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Vol. 26. Issue 1.
Pages 35-44 (January - June 2021)
Original
School climate policy and its relations with social and emotional competencies, bullying and cyberbullying in secondary education
El plan de convivencia y su relación con las competencias socioemocionales, el bullying y el cyberbullying en la educación secundaria
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Vicente J. Llorenta,
Corresponding author
vjllorent@uco.es

Corresponding author at: Facultad de Ciencias de la Educación, Universidad de Córdoba Avda. San Alberto Magno s/n 14004, Córdoba, Spain.
, David P. Farringtonb, Izabela Zycha
a University of Cordoba, Spain
b University of Cambridge, UK
Highlights

  • 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.

  • 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

  • School climate policy documents varied greatly in quantity and quality of accomplishment in each compulsory criterion among the different schools.

  • 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.

  • 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.

  • Prof. Vicente J. Llorent, Prof. David P. Farrington and Prof. Izabela Zych

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Figures (1)
Tables (6)
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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