School climate and its determinant factors of well-being in a residential school community

Abstract

Background: Research has made it increasingly clear that school climate, defined as “the quality and character of school life,” profoundly has effects on the school community. A safe and caring school environment is one in which the school community feels positively connected to others, respected, meaningful work, and boosting their confidence. School climate is a group phenomenon that reflects the school community's norms, goals, and values, and it emerges based on ways in which students, parents, and school staff experience school life. Aim: The study explores factors of the well-being of the school community that influences school climate in a residential set-up and prescribes recommendations for actions. Methods: To understand the complex phenomenon of well-being within a residential school community, qualitative study methods were adopted to explore various influential factors of school well-being. Interactive meetings with teachers, focus group discussion (FGD) with students, and in-depth interviews with school authorities were conducted with self-prepared interview schedules and FGD protocols. Results: The study identifies the physiological, social, psychological, and managerial factors of the school community having an impact on overall well-being and school climate that manifests in the form of boarding activities and schedules, students' social and interpersonal relationships, high academic demands/pressure from parents and school authorities, teachers' distress and managements' partiality toward students. Conclusions: Recommendations are prescribed for intervention at various levels and thrust areas of research are identified for future directions.

Keywords

• psychosocial well-being
• school climate
• school community
• students' well-being
• teachers' distress