Participation in extracurricular and social activities, including sports, music, drama and academic groups, has a positive effect on the student-school connection and increases student “buy in.” Extracurriculars fill adolescents' need to be part of something bigger than themselves, and provide enjoyment in an otherwise difficult day, especially for those not academically oriented. Students who get involved with school activities have an improved GPA, higher educational aspirations, reduced drop-out rates, increased college attendance, and better attendance rates that their non-involved peers. When schools offer something for everyone, all students can feel their interests, strengths and individuality are valued.
Teachers, often without knowing it, lower or raise their expectations for the class or specific children. Self-fulfilling prophecy refers to the phenomenon in which having an expectation actually causes that expectation to be realized. When you help low-achievers, do you have an underlying feeling of hostility, anxiety and condescension? Or do you feel compassion and belief in the child? Teachers often have closer relationships with high-achieving students, giving them a stronger sense of confidence. But close relationships should be nurtured with all students. Be cognizant of your feelings, expectations and impressions. Support teachers who are feeling overwhelmed or negative and be willing to ask for help. Set a model by being positive, thoughtful and compassionate when you talk to other adults working in your school.
A child that does not feel physically or emotionally safe in school is more likely to accrue multiple absences, have trouble attending to lessons and have a general lack of enthusiasm toward school. Each student should feel connected to one caring adult, have at least three friends and feel a strong adult presence that creates a sense of safety in and out of the classroom. Through a school-wide curriculum, adults should address student social, emotional and civic responsibilities and actively incorporate routines that build character and support appropriate behavior.
Self-regulated students are able to monitor and adjust their own behavior to meet expectations without being told, can delay gratification and resist acting on impulse. Self-efficacy refers to the student's perception of his or her abilities to succeed. Both characteristics are found in students enrolled in schools with a positive school climate, and both are correlated with increased academic performance and reduced behavioral problems.