Student Happiness, School Climate, and School Improvement Plans: Implications for School Counseling Practice

Richard E. Cleveland; Christopher A. Sink

doi:10.1177/2156759X18761898

Student Happiness, School Climate, and School Improvement Plans: Implications for School Counseling Practice

Richard E. Cleveland, Christopher A. Sink

Leadership, Technology, & Human Development

Old Dominion University

Research output: Contribution to journal › Article › peer-review

Abstract

To align with a more holistic perspective of wellness, the authors advocate for the inclusion of student subjective well-being (SWB) or happiness ratings as part of school climate assessment within school improvement plans (SIPs). Relevant theory and research demonstrate the reciprocal relationship between student perceptions of school climate and their overall SWB. Within the context of school improvement planning/assessment and counselor program accountability, the authors provide recommendations for school counselors’ evidence-based practice.

Original language	American English
Journal	Professional School Counseling
Volume	21
DOIs	https://doi.org/10.1177/2156759X18761898
State	Published - Jan 1 2017

Keywords

School climate
School counseling
School improvement
Student happiness
Subjective well-being

DC Disciplines

Educational Administration and Supervision
Educational Assessment, Evaluation, and Research
Educational Leadership

Access to Document

10.1177/2156759X18761898License: Unspecified

https://doi.org/10.1177%2F2156759X18761898

Cite this

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KW - Student happiness

KW - Subjective well-being

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Student Happiness, School Climate, and School Improvement Plans: Implications for School Counseling Practice

Abstract

Keywords

DC Disciplines

Access to Document

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