Creating an Inclusive School Climate A School Psychology Model for Supporting Marginalized Students

Creating an Inclusive School Climate introduces school psychology stakeholders to a wealth of foundations, individualized experiences, and school improvement efforts intended to bolster the outcomes of our most vulnerable learners. As student populations grow increasingly diverse, sociocultural variables have never been more important to supporting school climate. Using an original cultural-ecological framework, this book builds on the experiences of historically underrepresented and oppressed youth to foster a socially just, strengths-based perspective for implementing school improvement efforts within multi-tiered systems. Faculty, graduate students, researchers, and professionals in the field will come away with a conceptually and methodologically sound understanding of the interrelationships between personal characteristics, culture, ecological contexts, and school climate.

Section I: Foundations 1.Introduction to School Climate: Past, Present, and Future 2. Leveraging the Every Student Succeeds Act to Pursue Equitable School Climate Practice and Policy Section II: School Climate Among Minoritized and Marginalized Populations 3. Introduction to Improving School Climate for Minoritized and Marginalized Students 4. Promoting a Positive School Climate School Climate and Black and African American Students 5. Promoting a Positive School Climate for Asian American Students 6. Promoting a Positive School Climate for Latine Students 7. Promoting Positive School Climate for Multi-Racial/Ethnic Students 8. Promoting a Positive School Climate for LGBTQ Youth 9. Promoting a Positive School Climate for Students with Disabilities 10. Promoting a Positive School Climate for Indigenous Students Section III: Strategies for Promoting a Positive School Climate 11. Improving School Climate Within Multi-Tiered Systems of Support 12. Triangulation of Data: Using Student, Teacher, and Parent Data to Improve School Climate 13. School Climate in Virtual Settings 14. Case Study: Using School Climate Data to Support a Positive School Climate Appendix

Tamika P. La Salle-Finley is Associate Professor and Director of the Center for Research on School Safety, School Climate, and Classroom Management in the Department of Counseling and Psychological Services in the College of Education & Human Development at Georgia State University, USA. Currently, she is Editor-in Chief of the International Journal of School & Educational Psychology. Previously, she was Associate Professor of School Psychology in the Department of Educational Psychology at the University of Connecticut, USA, and Visiting Professor in the Department of Neuroscience, Imaging, and Clinical Science at D'Annunzio University, Italy.