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The relationships between the adults in a school (e.g. teachers and principals) also has an important influence on school climate. Connectedness refers to students' feelings of attachment and belonging towards the school. Feeling accepted and included by the other members of the school will contribute to a positive school climate.
Things like responsible decision making and positive relationship building are much easier to learn for students who are constantly exposed to examples of the behavior. [29] When SEL is woven into lessons and the school environment, students relate better to the content, are more motivated to learn, and understand the curriculum more easily. [29]
Positive education is an approach to education that draws on positive psychology's emphasis of individual strengths and personal motivation to promote learning.Unlike traditional school approaches, positive schooling teachers use techniques that focus on the well-being of individual students. [1]
Positive psychology aims to complement and extend traditional problem-focused psychology. It concerns positive states (e.g. happiness), positive traits (e.g. talents, interests, strengths of character), positive relationships, and positive institutions and how these apply to physical health. [41]
In schools, this can allow students to be included in the general education setting. Three areas of deficit skills addressed by PBS are communication skills, social skills, and self-management skills. Re-directive therapy as positive behavior support is especially effective in the parent–child relationship.
High schools that have a permissive environment compared to an authoritative environment promote positive attachment behaviour. For example, when students feel connected to their teachers and peers because of their permissive schooling environment, they are less likely to skip school.
Positive behavior interventions and supports (PBIS) is a set of ideas and tools used in schools to improve students' behavior.PBIS uses evidence and data-based programs, practices, and strategies to frame behavioral improvement relating to student growth in academic performance, safety, behavior, and establishing and maintaining positive school culture.
Some characteristics of having good teacher-student relationships in the classroom involves the appropriate levels of dominance, cooperation, professionalism, and awareness of high-needs students. Dominance is defined as the teacher's ability to give clear purpose and guidance concerning student behavior and their academics.