Posted: May 17, 2021
Climate walks offer an informal way for individuals and groups to intentionally walk through a program or school and notice the physical signs and perceived indicators of the program’s values, policies, climate, and culture. Climate walks help us to think about what is seen and experienced in a program from our individual perspective as well as from other’s perspectives. We can then use that information to celebrate strengths and plan ways to improve positive program climate.
The climate of an organization can be thought of as the atmosphere or the "temperature" of the program, such as how it feels in the environment and how those feelings and perceptions are shared or seen. Climate is how its members perceive what is happening around them day to day, for instance, how they feel about and perceive the organization's practices, policies, and procedures (Ostroff, Kinicki, & Muhammad 2013).
Climate and well-being
Educator and student well-being are connected closely to the environmental climate of the program. A friendly smile and warm greeting can evoke positive feelings. Every child and educator should feel welcomed and see themselves reflected in the program environment as well as feel confident in their capabilities and responsibilities.
If the climate is perceived as a punitive environment where educators and students are not valued or supported, their emotional and mental health is likely to be negatively impacted. Educators and students thrive when they are appreciated, recognized for their unique strengths, and valued for their individual efforts.
"A positive school climate reflects attention to fostering social and physical safety, providing support that enables students and staff to realize high behavioral and academic standards, as well as encouraging and maintaining respectful, trusting, and caring relationships throughout the school community" --The National Center on Safe and Supportive Learning Environments (2021).
Intentional quality structures and supports are essential for both children and adults. It is this parallel practice that is important--when programs and leaders create the same type of positive conditions for adults that they want for children. Quality programs focus on all members thriving.
Take a "climate walk"
An important first step to improve and uplift program climate is to gather data. For example, implementing climate observations, surveys, and assessments can provide vital information on what is needed to cultivate positive climate that is specific to educator and program needs. Data and feedback can be gathered anonymously or voluntarily. Use tools like the "climate walk" link below to gather information to spotlight what's working well and what needs to be addressed. Review data and feedback to then collaboratively consider and plan both short- and long-term goals to improve program climate. This can help both individuals and the program to be more explicit about creating strategies, approaches, and procedures that support positive program climate.
Let's do this!
The right climate and conditions must be created to support educators, leaders, students, and families. Improving positive program climate includes the willingness to exert oneself on behalf of the program and have a strong desire to improve practices that will enhance the program's outcomes. When professionals each hold themselves accountable, they make a direct impact to making the team and program more effective. Through this continuous process of fostering positive climate, educators and leaders can create environments that are healthier, happier, and more productive.
References
- National Center on Safe Supportive Learning Environments. (2021). Family. American Institutes for Research.
- Ostroff, C., Kinicki, A. J., & Muhammad, R. S. (2013). Organizational Culture and Climate. Handbook of Psychology: Industrial and Organizational Psychology 12: 643-676.
