School climate: Using a person–environment fit perspective to inform school improvement

Abstract

AbstractStrong and consistent findings suggest that a positive school climate is related to improved student outcomes. However, assessment of the school climate rarely considers the environmental fit (or misfit) between individuals' actual or lived experiences and their preferred environment. This study drew on a person-environment fit perspective to examine whether: students’ experiences of the school climate (actual environment) differed from their views of their ideal school climate (preferred environment); the views of the actual and preferred environment differed between schools; and the actual–preferred discrepancy (as a measure of the environmental fit) was related to student wellbeing, resilience and reports of bullying. The results from the analysis of data collected from 993 upper primary school students suggest that outcomes were enhanced when the perceived environment more closely matched the preferred environment. Our study’s findings support using a person-environment fit perspective alongside a socio-ecological approach to inform strategic decisions for school improvement efforts.