https://www.promotingpositivepractices.org/main daily 1.0 2022-01-05 https://static1.squarespace.com/static/61d5f7eb6a509c01f617e7ab/t/61d5f7eb6a509c01f617e7e2/1500415274307/ Home - Positive School Climate HIGHLY STRUCTURED AND HIGHLY SUPPORTIVE SCHOOLS ARE BEST. An ideal teacher and school share one commonality—an authoritative approach to student development. An authoritative teaching style leads to better academic outcomes (e.g., Gregory & Weinstein, 2004). In fact, an authoritative school climate results in significantly less bullying (Gregory et al., 2010). WHY DOES IT MATTER? When school personnel collaboratively use positive practices to implement authoritative approach to student development (i.e., structure & support), the outcomes are more positive relationships, increased safety, and a more positive school climate.   https://static1.squarespace.com/static/61d5f7eb6a509c01f617e7ab/t/61d5f7eb6a509c01f617e7e5/1500415320934/ Home - Prevention & Promotion Thinking PEOPLE ACHIEVE GOALS DIFFERENTLY For decades, professionals from various fields (e.g., medicine, psychology, law enforcement) have held a prevention paradigm, focusing on stopping harm. What has been neglected is the opposite end of the spectrum, a promotion paradigm. Those is a promotion paradigm focus on increasing positive end states (Higgins, 2000). WHY DOES IT MATTER? Both prevention and promotion approaches are key to creating a positive school climate. Decreasing student risk behaviors and eliminating harmful environmental factors isn’t enough because the absence of a negative isn’t the presence of a positive. Promoting positive relationships, student strengths, and prosocial behaviors must be included to provide students with a holistic learning environment. https://static1.squarespace.com/static/61d5f7eb6a509c01f617e7ab/t/61d5f7eb6a509c01f617e7e8/1500415403606/Screen+Shot+2017-06-19+at+8.21.40+PM.png Home - Implicit Bias & Microaggressions ALL PEOPLE HAVE IMPLICIT BIAS. Bias can be conscious or unconscious (aka implicit bias). Scientific research from Harvard University suggests most people have an implicit preference toward white people in comparison to black people and are more likely to associate males with “careers” and females with “family.” These gender and race-based biases are only two examples of implicit bias. WHY DOES IT MATTER? On a daily basis, students may have implicit biases towards school personnel, and visa versa. More importantly, being mindful of negative biases related to various identities (e.g., race, gender) can improve decision making and actions, ultimately improving relationships and school climate. https://static1.squarespace.com/static/61d5f7eb6a509c01f617e7ab/t/61d5f7eb6a509c01f617e7ee/1500415485399/Screen+Shot+2017-07-18+at+5.33.57+PM.png Home - Youth Development MANY FACTORS AFFECT YOUTH DEVELOPMENT. The development of the adolescent mind affects behavior. Other factors affecting youth development include culture, worldview, strengths and risk factors (e.g., Kia-Keating et al., 2011; Furlong). WHY DOES IT MATTER? School personnel and law enforcement officers may interact with students more effectively if they understand the uncontrollable factors influencing youth development. A specific worldview or risk factor may be hindering a student’s success, but a professional must empathically listen and search to understand these factors before guessing what caused a student's behavior. https://static1.squarespace.com/static/61d5f7eb6a509c01f617e7ab/t/61d5f7eb6a509c01f617e7eb/1500415478480/ Home - Youth Behavior   STUDENTS’ ACTIONS MEET NEEDS Maslow’s (1972) hierarchy of needs posits that people behave to satisfy various needs (e.g., physiological, safety, self-esteem). If students have not satisfied basic needs (e.g., hunger), they are unable to obtain higher-level needs, such as acceptance and status. WHY DOES IT MATTER? 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