Students with disabilities' perceptions of school climate: A systematic review

IF 1.7 3区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

School Psychology International Pub Date : 2023-08-18 DOI:10.1177/01430343231194732

S. Hunt, Kisha R. Radliff, C. Acton, Alenna Bible, Laurice M. Joseph

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引用次数: 1

Abstract

School climate has been identified as a critical systemic variable associated with many desirable academic and social-emotional outcomes. However, little research has been conducted regarding the students with disabilities’ perceptions of school climate. This review aimed to investigate and synthesize the existing research on this topic to identify trends in the literature, guide future research, and inform intervention and reform. Following a systematic search of four major databases, 12 studies were determined to meet the inclusion criteria. Generally, students with disabilities reported more negative perceptions of school climate in comparison to peers without disabilities. However, when an intersectional lens was applied to discern this population's perspectives, a more nuanced understanding of school climate was able to be identified. This approach suggests evaluating school climate data in a disaggregated form may better inform decision-making in schools. Future research regarding students with disabilities’ perceptions of school climate and related outcomes is needed. This should include both a wider and more specified sample of students, what school climate subdomains are impacted and how, how these variables relate to school-related outcomes, and how school climate interventions specifically impact students with disabilities.

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残疾学生对学校氛围的感知:系统回顾

学校氛围被认为是一个关键的系统变量，与许多理想的学术和社会情感结果相关。然而，关于残疾学生对学校氛围感知的研究却很少。本综述旨在对该主题的现有研究进行调查和综合，以确定文献趋势，指导未来的研究，为干预和改革提供信息。通过对四个主要数据库的系统检索，确定了12项研究符合纳入标准。一般来说，与非残疾学生相比，残疾学生报告的对学校气氛的负面看法更多。然而，当一个交叉的镜头被应用于辨别这个人群的观点时，对学校气候的更细致入微的理解就能够被识别出来。这种方法表明，以分类形式评估学校气候数据可能更好地为学校决策提供信息。未来需要对残疾学生对学校气候和相关结果的看法进行研究。这应包括更广泛和更具体的学生样本，哪些学校气候子域受到影响以及如何受到影响，这些变量如何与学校相关结果相关，以及学校气候干预措施如何具体影响残疾学生。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

School Psychology International PSYCHOLOGY, EDUCATIONAL-

CiteScore

3.90

自引率

8.70%

发文量

期刊介绍： The official publication of the ISPA. School Psychology International highlights the concerns of those who provide quality mental health, educational, therapeutic and support services to schools and their communities throughout the world. The Journal publishes a wide range of original empirical research, cross-cultural replications of promising procedures and descriptions of technology transfer