In the late 1970s and early 1980s, studies of effective schools consistently acknowledged a climate and ethos (related to culture) that was purposeful and conducive to learning (Levine & Lezotte, 1990). A clear mission focused on student learning fostered high expectations for all students, concentrated the efforts of staff members, and generated motivation to learn (Deal, T.E., & Peterson, K.D., 2016, p.10). This foundational approach is critical for developing a positive school culture that supports student achievement and engagement. Schools that embody this ethos create an environment where both students and staff are aligned with the institution's goals, promoting a unified effort towards academic success and personal development.
The article "Teacher-Student Incongruence in Perceptions of School Equity: Associations with Student Connectedness in Middle and High Schools" delves into the differing perceptions of school equity and culture between teachers and students. School equity refers to the extent to which students are treated fairly, ensuring that each student receives what they need to be successful (Debnam, K., et al., 2021, p.1). School staff play a vital role in creating an equitable school climate for adolescents by understanding and addressing these perceptions. Recognizing the gap between teacher and student perceptions of equity is essential in addressing systemic issues within the educational environment and ensuring that all students feel supported and valued.
Understanding students' perceptions of school equity can be a resourceful tool for teachers to create a positive school mission and vision, resulting in an equitable school culture. A school climate where students can succeed regardless of their background is one of the great promises of public education. Adolescents’ perceptions of an equitable school climate, with respect to fair treatment by race, ethnicity, sex, and socioeconomic status (SES), are associated with a variety of positive outcomes (Debnam, K., et al., 2021, p.1). These outcomes include higher levels of academic achievement, improved mental health, and greater overall satisfaction with the school experience. By addressing these perceptions, schools can create a more inclusive and supportive environment for all students.
Research indicates that students' perceptions of school climate and equity often differ from those of school staff, including teachers and administrators. These perceptions can also vary according to socioeconomic status, social position, and identity characteristics. When school staff and students hold similar views on the equitable treatment of students, it suggests a more positive climate. In contrast, incongruence in views may relate to lower levels of connectedness among students and indicate areas needing intervention (Debnam, K., et al., 2021, p.1). Therefore, it is essential for a school vision and mission to resonate with the entire school community. Students must identify with the vision and mission statements to feel included and valued. Aligning the views of staff and students on equity can lead to a more harmonious and effective educational environment.
The article highlights the importance of comparing perceptions between students and teachers to achieve equitable education for all students. School connectedness is a crucial factor in assessing student perceptions. Students need opportunities to engage in a positive school culture where they feel involved with the school community. The vision and mission must reflect a strong school community that shares common goals. Students who feel part of the school community, engaged, and personally included are more likely to succeed than those who do not feel connected. This sense of belonging can be fostered through inclusive practices, equitable policies, and a supportive school culture that prioritizes the well-being of every student.
To create an equitable school environment, teachers and administrators must listen to and study student perceptions to facilitate a positive impact on the school community. This requires ongoing dialogue and collaboration between students, teachers, and administrators to ensure that the vision and mission of the school are inclusive and representative of the diverse student body. Engaging students in the decision-making process and providing platforms for their voices to be heard can significantly enhance their sense of belonging and investment in their education.
Furthermore, schools can implement various strategies to enhance equity and connectedness. Professional development for teachers on cultural competency and equity can help them better understand and address the needs of diverse students. Schools can also establish student-led committees to provide feedback on school policies and practices, ensuring that student voices are heard and valued. Creating inclusive curricula that reflect the experiences and contributions of all students can also foster a sense of belonging and engagement. By promoting cultural awareness and sensitivity, schools can create an environment where all students feel respected and valued.
The vision and mission of educational institutions play a pivotal role in shaping the experiences and achievements of students. These statements provide a clear and relatable framework that guides students toward their academic and professional goals. By effectively communicating their mission and vision, schools and universities can foster a positive, inclusive, and high-performing educational environment. The symbols, artifacts, and logos associated with these institutions further strengthen the connection between the school community and its core values, creating lasting emotional and intellectual bonds. Through a well-articulated vision and mission, educational institutions can inspire and motivate their students, staff, and broader community to strive for excellence and contribute meaningfully to society. Addressing disparities in perceptions of equity and fostering a sense of connectedness are crucial steps in achieving this goal, ensuring that all students have the opportunity to succeed and thrive.
References.
Debnam, K. J., Milam, A. J., Bottiani, J. H., & Bradshaw, C. P. (2021). Teacher-student incongruence in perceptions of school equity: associations with student connectedness in middle and high schools. The Journal of School Health, 91(9), 706–713. https://doi.org/10.1111/josh.13062
Levine, D. U., & Lezotte, L. W. (1990). Effective schools in action. Association for Supervision and Curriculum Development.
