Mounting pressure on schools to improve academic performance has led many educators to focus on testing and accountability. Often emphasis is placed on ways to strengthen the curriculum, promote sound instructional practices, and tutor students who need help.

While these are critical areas for improvement, significant evidence indicates a number of nonacademic factors influence academic achievement.

“Schools seeking to improve the academic performance of their students cannot ignore the role that health, school safety, caring relationships in the school, low rates of alcohol and drug use, nutrition, and exercise play in their overall efforts,” said Wade S. Brynelson of the California Department of Education.

Data from the 1998–2001 California Healthy Kids Survey (CHKS) indicate a strong link between academic achievement and students’ overall health and resilience. Schools perform better when students have fewer health risks, such as drug use or poor nutrition, and more protective factors like caring relationships within school.

Researchers from WestEd, the nonprofit research firm that conducts CHKS for the California Department of Education, used the data to analyze the Academic Performance Index (API) scores of almost 1,700 secondary schools. They found that high performing schools had the following in common:

Breakfast—More students had eaten breakfast on the day of surveying.

Alcohol, tobacco, and marijuana use—Fewer students reported using these substances on school property during the past 30 days.

School safety—Students’ perception of safety at school showed a strong positive relationship to API scores.

Resilience—Perceived protective factors (caring relationships, high expectations, and opportunities for participation) showed a positive relation to API scores.

In addition, surveys show that students who feel unsafe or threatened at school not only fail to perform to their potential, but in many cases do not go to school at all because they are afraid.

In 2003, 5 percent of students reported that they avoided school activities or one or more places in school because they were fearful, according to the School Crime Supplement to the National Crime Victimization Survey.

The survey also reported that 2 percent of students avoided extracurricular activities, skipped class, or stayed home from school entirely.

An environment rich in connectedness and safety will make it easier for students to attain academic success.

When nonacademic attitudes and behaviors are addressed in a school improvement or climate change program, it provides a more comprehensive approach to academic achievement.

Del Elliott, director of the Center for the Study and Prevention of Violence, said “Many school-based drug and violence prevention programs have also demonstrated an improvement in the social climate of the school, indicating that these programs can directly or indirectly facilitate an improvement in academic performance.”

He continued, ”In some cases, there is little reason to believe that changes in curriculum or instructional practices will have any significant effect on academic performance until kids feel safe and respected at school.”

Promoting Alternative Thinking Strategies (PATHS)
A comprehensive program for promoting emotional and social competencies and reducing aggression and behavior problems in elementary school-aged children while simultaneously enhancing the educational process in the classroom.

This innovative curriculum is designed for use by educators and counselors in a multiyear, universal prevention model. Although primarily focused on the school and classroom settings, information and activities are also included for use with parents or guardians. Find more information about the PATHS program online at:
www.channing-bete.com/prevention-programs/paths

Seattle Social Development Project
A universal, multidimensional intervention that decreases juveniles’ problem behaviors by working with parents, teachers, and children.

It incorporates both social control and social learning theories and intervenes early in children’s development to increase pro-social bonds, strengthen attachment and commitment to schools, and decrease delinquency.

Learn more about the Seattle Social Development Project at:
http://depts.washington.edu/ssdp

Olweus Bullying Prevention Program
A multilevel, multicomponent program designed to reduce and prevent schools’ bully problems. School staff are largely responsible for introducing and implementing the program, and their efforts are
directed toward improving peer relations and making the school a safe and pleasant place to be.

The Bullying Prevention Program attempts to restructure the existing school environment to reduce opportunities and rewards for bullying behavior.
More information about the Bullying Prevention Program can be found at www.clemson.edu/olweus.

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Food for Thought: Healthy Habits Begin at Home and School

Protective Factors: Accentuate the Positive