Positive School and Classroom Environment: Precursors of Successful Implementation of Positive Youth Development Programs | Zendy

Rachel C. F. Sun | Zendy; Daniel T. L. Shek | Zendy; Andrew M. H. Siu | Zendy

Open Access

Positive School and Classroom Environment: Precursors of Successful Implementation of Positive Youth Development Programs

Author(s) -

Rachel C. F. Sun,

Daniel T. L. Shek,

Andrew M. H. Siu

Publication year - 2008

Publication title -

the scientific world journal

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 0.453

H-Index - 93

eISSN - 2356-6140

pISSN - 1537-744X

DOI - 10.1100/tsw.2008.126

Subject(s) - principal (computer security) , curriculum , perception , medical education , order (exchange) , psychology , positive youth development , mathematics education , pedagogy , computer science , medicine , business , developmental psychology , finance , neuroscience , operating system

This case study was based on a school where the Tier 1 Program of the Project P.A.T.H.S. was integrated into the formal curriculum. In this case study, an interview with the school principal, vice-principal, and social worker was conducted in order to understand their perceptions of administrative arrangements and issues in the school, implementation characteristics, program effectiveness, program success, and overall impression. Results showed that several positive school and classroom attributes were conducive to program success, including positive school culture and belief in students' potentials, an inviting school environment, an encouraging classroom environment, high involvement of school administrative personnel, and systematic program arrangement.

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