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dc.contributor.authorRead, K.
dc.contributor.authorAldridge, Jill
dc.contributor.authorAla'i, Kate
dc.contributor.authorFraser, Barry
dc.contributor.authorFozdar, F.
dc.identifier.citationRead, K. and Aldridge, J. and Ala'i, K. and Fraser, B. and Fozdar, F. 2015. Creating a climate in which students can flourish: A whole school intercultural approach. International Journal of Whole Schooling. 11 (2): pp. 29-44.

This article reports part of an ongoing process that is taking place at one high school. With the vision of an inclusive school in which all students could flourish, the school deliberately set out to develop a culture in which the students would feel welcome, connected and have a sense of belonging. This article focuses on, first, how the school, with a culturally-diverse student population, implemented a whole school intercultural approach aimed at improving students’ views of the school climate and, second, the impact that this had on students’ perceptions of the school climate and their self-reports of wellbeing, resilience and identity. These results indicated that, at the end of the 18 month period, students’ perceptions of the school climate were statistically significantly higher for four of the six school climate scales. Further, students’ scored statistically higher in terms of their wellbeing, resilience, self-anchoring and moral identity.

dc.publisherWhole Schooling Consortium
dc.titleCreating a climate in which students can flourish: A whole school intercultural approach
dc.typeJournal Article
dcterms.source.titleInternational Journal of Whole Schooling
curtin.departmentScience and Mathematics Education Centre (SMEC)
curtin.accessStatusOpen access

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